Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes

Detalhes bibliográficos
Autor(a) principal: Cerigatto, Mariana Pícaro
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1242
Resumo: Remote classes encounter difficulties such as teacher unpreparedness to teach through technologies, and digital exclusion, which is not limited to access issues only. At the same time, the covid-19 pandemic presents itself as a good opportunity to include students and teachers in the context of digital and participatory culture, and to develop skills that are crucial for the contemporary world. Gamification and ludification of classes can be propitious strategies for remote classes and for the construction of meaningful knowledge, involving students with collective problem solving. The study is based on a didactic path of an interactive story game, or interactive fictions, and integrates a larger research that seeks to investigate how technology and digital media dare. To elaborate the proposal, José Moran's conceptions of learning and Don Tapscott's studies on the behavior of new generations were considered. The proposal also adds principles from the media and information literacy (MIL) curriculum proposed by Unesco. The proposal was presented in training courses for about 100 teachers of Basic Education and Higher Education in Sergipe, who showed interest in applying in their classes and subjects; however, it was found that most teachers still have difficulty understanding the digital game and gamification as strategies of active methodology and knowledge construction, which reinforces studies in the area that demonstrate how strong the instrumental approach to technology and of the media only as a teaching tool for content transmission. Keywords: Online classes. Participatory culture. Digital culture. Gamification.
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spelling Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote ClassesConstruindo Conhecimento por meio de Jogos Digitais com Narrativas Interativas: Engajamento na Cultura Participativa em Aulas RemotasRemote classes encounter difficulties such as teacher unpreparedness to teach through technologies, and digital exclusion, which is not limited to access issues only. At the same time, the covid-19 pandemic presents itself as a good opportunity to include students and teachers in the context of digital and participatory culture, and to develop skills that are crucial for the contemporary world. Gamification and ludification of classes can be propitious strategies for remote classes and for the construction of meaningful knowledge, involving students with collective problem solving. The study is based on a didactic path of an interactive story game, or interactive fictions, and integrates a larger research that seeks to investigate how technology and digital media dare. To elaborate the proposal, José Moran's conceptions of learning and Don Tapscott's studies on the behavior of new generations were considered. The proposal also adds principles from the media and information literacy (MIL) curriculum proposed by Unesco. The proposal was presented in training courses for about 100 teachers of Basic Education and Higher Education in Sergipe, who showed interest in applying in their classes and subjects; however, it was found that most teachers still have difficulty understanding the digital game and gamification as strategies of active methodology and knowledge construction, which reinforces studies in the area that demonstrate how strong the instrumental approach to technology and of the media only as a teaching tool for content transmission. Keywords: Online classes. Participatory culture. Digital culture. Gamification.As aulas remotas esbarram em dificuldades como o despreparo docente para ensinar por meio de tecnologias, e a exclusão digital, que não se limita somente a questões de acesso. Ao mesmo tempo, a pandemia do covid-19 se apresenta como uma boa oportunidade para incluir estudantes e professores no contexto de cultura digital e participativa, e desenvolver habilidades cruciais para a contemporaneidade. A gamificação e a ludificação das aulas podem ser estratégias propícias para as aulas remotas e para a construção de conhecimento significativa, que envolva os alunos com a solução de problemas de forma coletiva. O estudo se baseia em um percurso didático de um interactive story game, ou então ficções interativas, e integra uma pesquisa maior que busca investigar como se dá o uso da tecnologia e das mídias digitais na escola. Para elaborar a proposta, considerou-se concepções de aprendizagem de José Moran e os estudos de Don Tapscott sobre o comportamento de novas gerações. A proposta ainda agrega princípios do currículo de alfabetização midiática e informacional (AMI), da Unesco. A proposta foi apresentada em cursos de formação para cerca de 100 professores da Educação Básica e do Ensino Superior de Sergipe, que demonstraram interesse em aplicar em suas turmas e disciplinas; no entanto, constatou-se que parte dos professores ainda tem dificuldade de entender o jogo digital além de um recurso somente, o que reforça estudos da área que demonstram como ainda é presente a abordagem instrumental da tecnologia e das mídias apenas como ferramenta de ensino para transmissão de conteúdo. Palavras-chave: Aulas remotas. Cultura participativa. Cultura digital. Gamificação.Fundação Cecierj2021-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1242EaD em Foco; Vol. 11 No. 2 (2021): DL Contributions in times of pandemic and post-pandemic (Part II/II)EaD em Foco; Vol. 11 Núm. 2 (2021): Edición especial - Educación a distancia en tiempos de pandemia y pospandémica (Parte 2/2)EaD em Foco; v. 11 n. 2 (2021): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 2/2)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1242/655Copyright (c) 2021 EaD em Focoinfo:eu-repo/semantics/openAccess Cerigatto, Mariana Pícaro2022-01-01T16:41:54ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
Construindo Conhecimento por meio de Jogos Digitais com Narrativas Interativas: Engajamento na Cultura Participativa em Aulas Remotas
title Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
spellingShingle Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
Cerigatto, Mariana Pícaro
title_short Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
title_full Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
title_fullStr Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
title_full_unstemmed Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
title_sort Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
author Cerigatto, Mariana Pícaro
author_facet Cerigatto, Mariana Pícaro
author_role author
dc.contributor.author.fl_str_mv Cerigatto, Mariana Pícaro
description Remote classes encounter difficulties such as teacher unpreparedness to teach through technologies, and digital exclusion, which is not limited to access issues only. At the same time, the covid-19 pandemic presents itself as a good opportunity to include students and teachers in the context of digital and participatory culture, and to develop skills that are crucial for the contemporary world. Gamification and ludification of classes can be propitious strategies for remote classes and for the construction of meaningful knowledge, involving students with collective problem solving. The study is based on a didactic path of an interactive story game, or interactive fictions, and integrates a larger research that seeks to investigate how technology and digital media dare. To elaborate the proposal, José Moran's conceptions of learning and Don Tapscott's studies on the behavior of new generations were considered. The proposal also adds principles from the media and information literacy (MIL) curriculum proposed by Unesco. The proposal was presented in training courses for about 100 teachers of Basic Education and Higher Education in Sergipe, who showed interest in applying in their classes and subjects; however, it was found that most teachers still have difficulty understanding the digital game and gamification as strategies of active methodology and knowledge construction, which reinforces studies in the area that demonstrate how strong the instrumental approach to technology and of the media only as a teaching tool for content transmission. Keywords: Online classes. Participatory culture. Digital culture. Gamification.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1242
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1242
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dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1242/655
dc.rights.driver.fl_str_mv Copyright (c) 2021 EaD em Foco
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 EaD em Foco
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 11 No. 2 (2021): DL Contributions in times of pandemic and post-pandemic (Part II/II)
EaD em Foco; Vol. 11 Núm. 2 (2021): Edición especial - Educación a distancia en tiempos de pandemia y pospandémica (Parte 2/2)
EaD em Foco; v. 11 n. 2 (2021): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 2/2)
2177-8310
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