Formação de professores a distância para o uso de jogos digitais na escola: mudanças na prática pedagógica?

Ramos, Daniela Karine; Silva, Gleice Assunção da

doi:10.5944/ried.22.2.22685

Cited by 5 publications

(3 citation statements)

References 17 publications

(13 reference statements)

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“…Then the main contributions are in Asia and America represented by China and the USA, respectively. Although there are applications in developing or emerging countries such as Brazil (Ramos and Silva, 2019; Tenório et al , 2016), Colombia (Benavides and López, 2018), sub-Saharan Africa (Gbolahan Balogun, 2019), South Africa (Nyembezi et al , 2016), Morocco (Slimani et al , 2018), Mexico (Romero-Rodríguez et al , 2019), Pakistan (Inayat et al , 2013) and Saudi Arabia (Siddiqui et al , 2008), these are in smaller proportions and, therefore, do not have their entire universe covered.…”

Section: Resultsmentioning

confidence: 99%

A study on the relation between industry 4.0 technologies and gamification in e-learning

Oliveira

Santos

Souza

et al. 2022

ITSE

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Purpose COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels. Design/methodology/approach The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science. Findings The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments. Originality/value To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

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Section: Resultsmentioning

confidence: 99%

A study on the relation between industry 4.0 technologies and gamification in e-learning

Oliveira

Santos

Souza

et al. 2022

ITSE

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“…New pedagogies, practices, and theories are emerging in the educational technology, such as gamification [5][6][7]. Gamification refers to applying game design aspects in nongaming contexts to increase engagement, motivation and improve task performance [8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Gamification in E-Learning and Sustainability: A Theoretical Framework

et al. 2021

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Progress in communication technologies and social isolation caused by the COVID-19 pandemic have supported the acceptance of e-learning. In the e-learning context, gamification has been identified as one of the most promising trends. Many researchers believe in the game elements’ capacity to drive learning, skills acquisition, and changes for more sustainable behavior. However, the literature on the subject is dispersed, addressing behavioral attitudes and elements in an isolated and fragmented way. This study aims to present a framework relating game elements to behavioral attitudes to promote sustainability and ensure quality of learning. The methodology is based on a systematic literature review using the PRISMA protocol, covering the content analysis of 130 articles indexed in the Web of Science database. For the framework construction, the following were identified: behavioral attitudes stimulated by gamification; main game elements and how they relate to each other. Based on this, a framework called 7GOALS (Gamification-Oriented Active Learning Steps) associated with the PDCA (Plan, Do, Check, Act) was established. The proposed structure is multidisciplinary and can be used in any knowledge field that uses gamification. With this, themes such as sustainability can be widely disseminated and leverage changes towards more sustainable behaviors that adhere to the real world.

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“…É importante que o processo de aprendizagem, para estes casos, tenha um contexto bem atualizado com os interesses dos usuários e com as situações que eles vivem [4]. Outro aspecto importante é que estes JEDs envolvam tanto aspectos cognitivos, como os sensoriais [7]. Esta abordagem permite uma melhor condução da pessoa no conhecimento e na aprendizagem dos tópicos pedagógicos que se deseja fixar.…”

Section: Introductionunclassified

Aplicação de jogos digitais para ensino e aprendizado de cuidados com saúde

Rodrigues

Cidade

Vasconcelos

et al. 2021

Anais Estendidos Do XX Simpósio Brasileiro De Jogos E Entretenimento Digital (SBGames Estendido 2021)

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Em vista do crescente uso de jogos como recurso educacional, utilizando metodologias pedagógicas adaptadas, e porque a geração atual está mais conectada à indústria de jogos; ações e atividades que requerem uma mudança nos aspectos culturais podem ser introduzidas através de jogos. Uma das áreas que utiliza este recurso é a área da saúde. Aproveitando o problema mundial criado pela pandemia da COVID19, para reduzir a reatividade das ações de profilaxia que estão sendo aplicadas, foi desenvolvido um jogo, seguindo a abordagem de gamificação com didática interativa, para ajudar a assimilar a compreensão e aplicação da profilaxia padrão adotada. A abordagem pedagógica do jogo desenvolvido propõe trazer a doutrina da prevenção de doenças de forma didática e lúdica, apresentando os processos protocolares de saúde, através de um jogo dirigido à pessoa comum, com cenários que fazem parte de sua vida diária. Desta forma, o jogo se torna mais aderente para que as pessoas saibam como cuidar de si mesmas e evitar que sejam contaminadas ou transmitam o vírus. Além disto, o método de desenvolvimento pode servir para futuras necessidades de ensino de profilaxia que se fizerem necessárias.

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Formação de professores a distância para o uso de jogos digitais na escola: mudanças na prática pedagógica?

Abstract: Professional development for the use of digital games in schools: changes in the pedagogical practice? (Formação de professores a distância para o uso de jogos digitais na escola: mudanças na prática pedagógica?)

Cited by 5 publications

References 17 publications

A study on the relation between industry 4.0 technologies and gamification in e-learning

A study on the relation between industry 4.0 technologies and gamification in e-learning

Gamification in E-Learning and Sustainability: A Theoretical Framework

Aplicação de jogos digitais para ensino e aprendizado de cuidados com saúde

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