Navegando por Assunto "Gamification"

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    Gamificação como estratégia de engajamento no ensino fundamental ii, no municipio de petrolina-pe: um relato de experiência
    (Universidade Federal do Vale do São Francisco, 2024-03-18) Silva, Elizabete; Martins, Mariana
    This paper presents an experience report of the practice of gamification in the classroom from the teaching of Portuguese Language, in Elementary School II, in a peripheral municipal school, in the city of Petrolina-PE. The objective was to report the benefits of gamification as an instrument for engaging and motivating this audience, after identifying a high rate of indiscipline and the gap between students in the post-pandemic 2022/2023. The audience of this experience report were students from the 6th, 8th and 9th grades, through gamification dynamics during Portuguese language classes. Greater commitment and expectation were evidenced in relation to the Portuguese classes, since they always expected a new challenge, which they always wanted to overcome, this was reflected in tangible results, through indicators such as grades and a drop in indiscipline complications. Thus, it can be said that there was greater engagement among the aforementioned classes. Keywords: Gamification. Teaching. Portuguese Language ...
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    Gamificação como estratégia de engajamento: propostas e experiências metodológicas com crianças
    (Universidade Federal do Vale do São Francisco, 2024-01-13) Silva, Gessiane da; Lima Neto, João Carlos de
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    Metodologias ativas no ensino superior a distância: reflexões para a atuação docente
    (Universidade Federal do Vale do São Francisco, 2023-12-19) Almeida, Denise Dias; Svedese, Virgínia Michelle; http://lattes.cnpq.br/0785386178204155; https://orcid.org/0000-0001-7844-3336; http://lattes.cnpq.br/8467233306580274
    Active teaching-learning methodologies are collaborative strategies that enable greater interaction between educators and students, assisting students in time management, autonomy, creativity, and learning. Both are protagonists in this teaching and learning process that occurs in different teaching modalities, including distance education. With the purpose of analyzing productions about active teachinglearning methodologies in higher education in the distance learning modality, a narrative review of articles published in peer-reviewed academic journals was conducted, considering the last five years (2019 to 2023). As a result, five research articles that employed active teaching-learning methodologies in higher education distance learning were selected. Regarding the studies, one applied the Maguerez Arch, one used mind mapping, two employed gamification, and one combined gaming and concept mapping. All undergraduates were from teaching courses, except in study 2, which combined students from teaching and bachelor's courses. Of the five studies, three took place in public institutions and two in private institutions, and all conducted feedback questionnaires, except for study 2, which used selfreporting, and study 4 combined self-reporting and a questionnaire. Two studies also used forums for interaction between educators, tutors, and students. Regarding the role of educators as attractors and guides, the studies examined here showed that it is plausible to execute the methodologies in a procedural manner. In addition to promoting autonomy and learning, active teaching-learning methodologies demonstrate the three movements of learning: individual, group, and guided, confirming the feasibility of active methodologies in higher education distance learning.