Desenvolvimento de um game para o diagnóstico de habilidades e competências necessárias para a resolução das questões de formação geral da prova do Enade

• Autor(a) principal: Goi, Viviane Marques
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24384
• topic: CNPQ::ENGENHARIAS; Avaliação de habilidades; Avaliação diagnóstica; Ensino Superior; Skills assessment; Diagnostic evaluation; Higher education

This work investigates the possibility of assessing skills and competences using electronic games. The was an applied, descriptive, transversal and field research, with a mixed methods approach and correlational methodology for data analysis. Its general objective was to plan, develop, apply, and evaluate a digital game, based on the general development test matrix model, elaborated by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), which identifies and maps the cognitive skills and competences of the students who will pass the National Student Performance Exam (Enade) tests. The research methodology initially involved a systematic review of the literature on the topic. The game was planned based on the Generic Skills Assessment Model proposed by the University of Deusto (Bezanilla et al., 2014). The game development used the Unity platform. It has three minigames, followed by an Enade general knowledge gamified test. Twenty-four students in a class at a higher education institution initially tested the game face to face. Following, 384 participants played online, accessing a link sent by email to different institutions and made available on social networks. Some participants who played online and are undergraduate game design courses students also answered a questionnaire with open questions to evaluate the game. Quantitative data were analyzed using descriptive and inferential statistical correlation techniques, while qualitative data were analyzed by categorization. The results indicated a statistically significant correlation between the scores of the students who played the game face to face and the grades they obtained in the Enade gamified test. However, no statistically significant correlation was identified in the case of participants who played the game online. The qualitative analysis contributed to understanding the reasons for this difference since the students who played online did not receive the same type of guidance as the students who played face to face and indicated tiredness and lack of interest when taking the gamified test. This research concluded that it is possible to build an electronic game to measure competences and skills. This doctoral thesis is part of the Research Group on Educational Technologies (GPTEd), research line Learning and Cognitive Semiotics of the Postgraduate Studies Program in Technologies of Intelligence and Digital Design (TIDD) at the Pontifical Catholic University of São Paulo (PUC-SP)