Gamificação: experiências pedagógicas inovadoras no chão da escola

Abstract

This proposal problematizes the challenges to the necessary integral formation of students in Basic Education in times of cyberculture. The central issue of this research is to reconcile the teaching, learning and evaluation process in Elementary Education (EE) using Gamification as a strategy for motivation, engagement and collaboration in the construction of meaningful learning. The objective of this research is to analyze the impact of gamified solutions in the development of skills and competences in students, at a school in the rural area of Salgueiro, state of Pernambuco, Brazil. Regarding to a research methodology, the quantitative-qualitative mixed approach was the chosenone; the nature of the research is applied, of an experimental nature. The study was carried out in the premises of the Joaquim Barbosa de Maria School, in the normal pedagogical time of the science classes. The research subjects were students of a 9th year EE class. The proposed activities were planned and executed with elements of games, based on a matrix proposed by Martins and Giraffa (2015) and consolidated in a didactic sequence. Participants worked collaboratively on teams in the classroom in a manner deemed safe. The experimental group was evaluated through the observation of some qualitative parameters (engagement, motivation, interaction, collaboration, creativity, problem solving, persistence, significant learning, impact and evolution of learning) and quantitative (average performance in the didactic units throughout 2018). The method of quantitative data analysis was tabulated and compared between the performance results between non-gamified units and after gamification; qualitative data were described and discussed based on participant observation and through research diaries. The application of gamification to pedagogical action favored time and space for active participation and engagement of students in the process of knowledge construction; reaffirmed the error as an important part of the process that aligns teaching, learning and evaluation in a more attractive and fun; contributed to the construction of a collaborative learning space; reduced attitudes of passivity and isolation in the classroom. Among other important points, the potential of motivation and involvement in the application of gamification to pedagogical practice was observed, since the particularities and interests of the target group were respected in the planning and execution, which resulted in the innovation of the relations and dynamics in the classroom of lessons through experiences that contributed to the development of learning and skills such as: collaboration, sharing responsibilities, exercising leadership, leading, negotiating and solving problems.