Diante do aumento das pesquisas sobre a utilização da gamificação como estratégia de ensino, têm surgido alguns recursos tecnológicos que tem como propósito facilitar o uso dessa metodologia em sala de aula. Nesse sentido, este trabalho tem como objetivo descrever as potencialidades do Kahoot, um destes recursos tecnológicos, como ferramenta de avaliação em atividades gamificadas. Para alcançar esse intento, realizou-se um estudo exploratório e descritivo de uma experiência vivenciada com o uso Kahoot por alunos de Ensino Médio de uma instituição de ensino particular de Fortaleza (CE). O instrumento de coleta de dados utilizados foi um questionário de opinião utilizando a Likert de cinco pontos. Os resultados mostraram que o Kahoot apresentou um notório potencial como instrumento de avaliação em atividades gamificadas por possibilitar feedback imediato das respostas dos alunos, pontuação e ranking com classificação instantânea dos estudantes. Isto posto, foi possível concluir que o uso adequado do Kahoot, associado ao conhecimento substancial do professor sobre gamificação, poderá possibilitar que a avaliação possa ser atraente, envolvente e prazerosa para os alunos. Por fim, acredita-se que subjacente à utilização eficaz das tecnologias digitais em sala de aula deve sempre existir uma metodologia de ensino/aprendizagem adequada e consistente.
This article aims to present a proposal of development of a Digital Learning Object (DLO) about sound waves, more specifically about the behavior of these waves according to the fundamental wave equation. The idea is that this DLO will be developed and used with high school students or students of the latter years of elementary school. The features of the object, the planning and the aims that we intend to achieve with it will be presented in this work and meet the requirements pointed out by the literature to the development of a Learning Object. A literature review allowed us to conclude that there are not many works related to the DLO that contemplate the issue addressed here. Therefore, we indicate the need of its development so that it can contribute to the improvement of the teaching-learning process.
This work aims to analyze the electronic game Racing Fever, to identify if there are coherences or inconsistencies in the numerical values referring to the displacement, velocity and time quantities provided by it and to propose the game as a teaching tool of kinematics. To do so, we apply the scalar velocity equation to evaluate if there is an equivalence between the velocities provided by the game and the calculated velocities. Theoretically, the study was based on the ideas of Gee (2003), Coelho and Haguenauer (2004) and Short (2012), among others. With our research, it was possible to conclude that there is no equivalence between the velocity values provided by the game and the calculated velocities, which allowed us to interpret this game as incoherent. In this way, we propose that teachers use the game in the classroom, instigating students to do the same analysis of the game.
This article aims to analyze the electronic game Racing Limits, to identify whether there are coerces or inconsistencies in the numerical values related to the quantities displacement, speed and time provided by him and propose the game as a teaching tool of Kinematics. To do so, we apply the scalar velocity equation to assess whether there is equivalence between the speeds provided by the game and the calculated speeds. With our research, it was possible to conclude that there is equivalence between the values of the velocities provided by the game and the calculated speeds, which allowed us to interpret this game as coherent. In this way, we propose that teachers use the game in the classroom, instigating students to do the same analysis of the game.
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