Building Knowledge through Digital Games with Interactive Stories: Engagement in Participatory Culture in Remote Classes
Autor(a) principal: | |
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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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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 info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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 reponame:EAD em Foco instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) instacron:CECIERJ |
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Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
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CECIERJ |
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CECIERJ |
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EAD em Foco |
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EAD em Foco |
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