2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EAD em Foco |
Texto Completo: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/928 |
Resumo: | This study is part of a larger research, carried out in a profestional master's degree in education and new technologies. From a focus of social and profestional inclusion of young people from 14 to 24 years old, it involved the construction of a 2D Gamified Learning Object (LO), as a complementary part of a profestional training program in the totally distance modality. The purpose of this object was to create more involvement, a sense of reality and engagement of these students in the profestional world. The planning and construction of this LO included the creation of learning situations that sought more real experiences, with content related to the profestional daily life, encompassing gamified mechanisms and immersive structures to promote the acquisition of competences, skills and attitudes necestary for these young people to work in the world. of work. At the same time that the apprentices carried out this profestional program at a distance, they already applied it immediately to their reality and were also evaluated, so that this OA could also be validated by 66 students. The theoretical support for this study was from the authors: Zichermann and Cunningham (2011); Wiley (2011); Behar (2013); Bates (2016), among others. The methodology of this research is based on a case study, which emphasized four important events: 1) the 2D learning design of an OA; 2) its integration with the educational program in the distance modality already established in SENAC-PR, 3) its evaluation by the apprentices; 4) and its validation. The results obtained after the completion of this program and the application of a questionnaire to the participants are adequate for the development of skills aimed at profestional work, as well as the elements of gamification involved in the activity, understood as an appropriate language, although with its limitations, to the public target group in question. The relevant aspect to highlight is inclusive education, with improved self-seem and engagement, reaching a good level of satisfaction in a context of great lack in the offer of face-to-face educational products, making Distance Education viable and necestary. Keywords: Development of competences. Immersive environments. On-line education. Profestional education. Learning object. |
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2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional SkillsObjeto de Aprendizagem Gamificado 2D na Modalidade EAD como Forma de Inclusão Social para o Desenvolvimento de Competências ProfissionaisThis study is part of a larger research, carried out in a profestional master's degree in education and new technologies. From a focus of social and profestional inclusion of young people from 14 to 24 years old, it involved the construction of a 2D Gamified Learning Object (LO), as a complementary part of a profestional training program in the totally distance modality. The purpose of this object was to create more involvement, a sense of reality and engagement of these students in the profestional world. The planning and construction of this LO included the creation of learning situations that sought more real experiences, with content related to the profestional daily life, encompassing gamified mechanisms and immersive structures to promote the acquisition of competences, skills and attitudes necestary for these young people to work in the world. of work. At the same time that the apprentices carried out this profestional program at a distance, they already applied it immediately to their reality and were also evaluated, so that this OA could also be validated by 66 students. The theoretical support for this study was from the authors: Zichermann and Cunningham (2011); Wiley (2011); Behar (2013); Bates (2016), among others. The methodology of this research is based on a case study, which emphasized four important events: 1) the 2D learning design of an OA; 2) its integration with the educational program in the distance modality already established in SENAC-PR, 3) its evaluation by the apprentices; 4) and its validation. The results obtained after the completion of this program and the application of a questionnaire to the participants are adequate for the development of skills aimed at profestional work, as well as the elements of gamification involved in the activity, understood as an appropriate language, although with its limitations, to the public target group in question. The relevant aspect to highlight is inclusive education, with improved self-seem and engagement, reaching a good level of satisfaction in a context of great lack in the offer of face-to-face educational products, making Distance Education viable and necestary. Keywords: Development of competences. Immersive environments. On-line education. Profestional education. Learning object. Este estudo é parte da uma pesquisa maior, realizada num mestrado profissional em educação e novas tecnologias. A partir de um foco de inclusão social e profissional de jovens de 14 a 24 anos, envolveu a construção de um Objeto de Aprendizagem (OA) gamificado 2D, como parte complementar de um programa de formação profissional na modalidade educacional totalmente a distância. A finalidade deste objeto visou criar mais envolvimento, senso de realidade e engajamento destes alunos no mundo profissional. O planejamento e a construção deste OA incluíram a criação de situações de aprendizagem que buscassem vivências mais reais, com conteúdos ligados ao cotidiano profissional, abrangendo mecanismos gamificados e estruturas imersivas para promover a aquisição de competências, habilidades e atitudes necestárias para atuação destes jovens no mundo do trabalho. Ao mesmo tempo em que os aprendizes realizavam este programa profissional a distância, eles já aplicavam imediatamente em sua realidade e eram também avaliados, de forma que este OA também pôde ser validado por 66 alunos. O suporte teórico deste estudo foi dos autores Zichermann e Cunningham (2011); Wiley (2011); Behar (2013); Bates (2016), entre outros. A metodologia desta pesquisa pauta-se em um estudo de caso, o qual enfatizou quatro importantes eventos: 1) o design de aprendizagem em 2D de um OA; 2) sua integração com o programa educacional na modalidade a distância já estabelecido no SENAC- PR, 3) sua avaliação pelos aprendizes; 4) sua validação. Os resultados obtidos, após a realização deste programa e aplicação de questionário aos participantes, mostram-se adequados ao desenvolvimento de competências voltadas ao trabalho profissional, assim como os elementos da gamificação envolvidos na atividade, entendidos como uma linguagem apropriada, embora com suas limitações, ao público-alvo em questão. O aspecto relevante a destacar é a educação inclusiva, com melhoria de autoestima e engajamento, alcançando bom nível de satisfação em contexto de grande carência na oferta de produtos educacionais presenciais, tornando-se viável e necestária a EAD. Palavras-chave: Desenvolvimento de competências. Ambientes imersivos. Educação a Distância. Educação profissional. Objeto de aprendizagem. Fundação Cecierj2020-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/92810.18264/eadf.v10i1.928EaD em Foco; Vol. 10 No. 1 (2020)EaD em Foco; Vol. 10 Núm. 1 (2020)EaD em Foco; v. 10 n. 1 (2020)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/928/517-Copyright (c) 2020 EAD EM FOCOhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessStele, Claire M. MartinezGarcia, Marilene Santana dos Santos2020-07-30T19:32:59ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG |
dc.title.none.fl_str_mv |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills Objeto de Aprendizagem Gamificado 2D na Modalidade EAD como Forma de Inclusão Social para o Desenvolvimento de Competências Profissionais |
title |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills |
spellingShingle |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills Stele, Claire M. Martinez |
title_short |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills |
title_full |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills |
title_fullStr |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills |
title_full_unstemmed |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills |
title_sort |
2D Gamified Learning Object in Distance Learning as a Form of Social Inclusion for the Development of Professional Skills |
author |
Stele, Claire M. Martinez |
author_facet |
Stele, Claire M. Martinez Garcia, Marilene Santana dos Santos |
author_role |
author |
author2 |
Garcia, Marilene Santana dos Santos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Stele, Claire M. Martinez Garcia, Marilene Santana dos Santos |
description |
This study is part of a larger research, carried out in a profestional master's degree in education and new technologies. From a focus of social and profestional inclusion of young people from 14 to 24 years old, it involved the construction of a 2D Gamified Learning Object (LO), as a complementary part of a profestional training program in the totally distance modality. The purpose of this object was to create more involvement, a sense of reality and engagement of these students in the profestional world. The planning and construction of this LO included the creation of learning situations that sought more real experiences, with content related to the profestional daily life, encompassing gamified mechanisms and immersive structures to promote the acquisition of competences, skills and attitudes necestary for these young people to work in the world. of work. At the same time that the apprentices carried out this profestional program at a distance, they already applied it immediately to their reality and were also evaluated, so that this OA could also be validated by 66 students. The theoretical support for this study was from the authors: Zichermann and Cunningham (2011); Wiley (2011); Behar (2013); Bates (2016), among others. The methodology of this research is based on a case study, which emphasized four important events: 1) the 2D learning design of an OA; 2) its integration with the educational program in the distance modality already established in SENAC-PR, 3) its evaluation by the apprentices; 4) and its validation. The results obtained after the completion of this program and the application of a questionnaire to the participants are adequate for the development of skills aimed at profestional work, as well as the elements of gamification involved in the activity, understood as an appropriate language, although with its limitations, to the public target group in question. The relevant aspect to highlight is inclusive education, with improved self-seem and engagement, reaching a good level of satisfaction in a context of great lack in the offer of face-to-face educational products, making Distance Education viable and necestary. Keywords: Development of competences. Immersive environments. On-line education. Profestional education. Learning object. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-04-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/928 10.18264/eadf.v10i1.928 |
url |
https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/928 |
identifier_str_mv |
10.18264/eadf.v10i1.928 |
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por |
language |
por |
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https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/928/517 |
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Copyright (c) 2020 EAD EM FOCO https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2020 EAD EM FOCO https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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Fundação Cecierj |
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Fundação Cecierj |
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EaD em Foco; Vol. 10 No. 1 (2020) EaD em Foco; Vol. 10 Núm. 1 (2020) EaD em Foco; v. 10 n. 1 (2020) 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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CECIERJ |
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EAD em Foco |
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