Este estudo teve como objetivo fazer uma revisão sistemática da literatura de estudos empíricos que avaliaram o efeito de jogos educativos na aprendizagem de assuntos acadêmicos, comparando os efeitos de estudos com diferentes delineamentos de pesquisa. Na revisão, foram incluídos artigos empíricos e relatos de casos publicados em inglês ou português, de janeiro de 2006 a setembro de 2019, que mencionavam ou continham palavras-chave definidas previamente que avaliavam os jogos como método de intervenção para o ensino de conteúdo escolar formal. Inicialmente, 171 registros foram localizados e 24 foram selecionados com base nos critérios de inclusão. Verificou-se que: as crianças foram os principais participantes; os jogos eletrônicos foram os mais utilizados; e a Matemática foi a disciplina utilizada na maioria estudos. Em 13 estudos, o desenho do grupo foi empregado e verificou-se que o grupo experimental apresentou melhor desempenho acadêmico quando comparado ao grupo-controle. Em todos os 11 estudos que utilizaram um delineamento de caso único, o desempenho pós-teste foi maior que o do pré-teste. Esses resultados mostraram que os jogos tiveram o efeito de aumentar o desempenho acadêmico dos alunos.

No abstract

Learning by exclusion in capuchin monkeys is reported. Two infant female capuchin monkeys were tested for control of choices by exclusion and by novelty and for incorporation of novel stimuli into functional classes after establishment of a robust baseline for exclusion in a 2-choice simultaneous simple discrimination task including 4 positive and 4 negative stimuli. Control by exclusion was assessed by substituting novel stimuli for familiar baseline positive stimuli, resulting in 16 stimulus pairs of combinations of 4 novel stimuli and 4 negative stimuli. Control by novelty was assessed by replacing new stimuli for baseline negative stimuli while maintaining the positive stimuli from the exclusion phase. Finally, the learning of new simple discriminations by exclusion was assessed by replacing novel stimuli with the 4 familiar negative stimuli used in the previous exclusion test. Both subjects demonstrated control by exclusion but not by novelty. One subject learned new stimulus functions without errors after exposure to very few training trials in the exclusion context, consistent with the “fast mapping” phenomenon.

In studies of simple and conditional discrimination, procedures are needed to measure those aspects of stimuli that control behavior. The blank comparison procedure is one such procedure. It was designed explicitly for assessing S+ and S‐ functions when discriminative stimuli are presented simultaneously. In this procedure, a neutral stimulus serves sometimes as S+ and sometimes as S‐. Its discriminative function is defined in relation to other stimuli in the display. The present study aimed to prepare 2 infant female capuchin monkeys for the effective use of the blank comparison procedure in a simple discrimination task. First, simple discrimination training was applied up to a stable accuracy criterion of ≥90%. This training was followed by the replacement of S+ and then of S‐ stimuli with new stimuli. Ultimately, trials with the blank comparison were introduced. Following this sequence, both monkeys immediately displayed highly accurate blank‐comparison performances without the need for stimulus control shaping or other preparatory discrimination training. Thus, this procedure sequence may be an efficient, effective method for establishing blank‐comparison baselines for experimental analyses of S+/S‐ discriminative functions and perhaps for other applications in teaching simple and conditional discrimination performances to this species and others.