Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior.
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNICAP |
Texto Completo: | http://tede2.unicap.br:8080/handle/tede/1384 |
Resumo: | This research aims at analyzing the effects of Gamification in the assessment for the teaching and the learning of English as a Foreign Language (EFL) in Higher Education (HE), specifically, describing and explaining the effects of this Gamified Assessment for teaching and learning the English Language. Gamification means using elements of the game in non-game contexts (DETERDING et al., 2011). We propose to: identify web Apps (internet sites that behave like applications), which are accessed through a browser and have responsive behavior and applications in Mobile Digital Technology which enable the use of Gamification as a support tool the teaching-learning of EFL; observe the pedagogical activities they contain and, through the choice of some of those web Apps and applications, describe the effects for the teaching and learning of EFL through a Gamified Assessment, with the purpose of generating motivation, engagement and satisfaction to teachers and to language learners. Our research has as theoretical support: theories on Evaluation; Digital literacies; Pedagogy of Multiliteracies; Architectonics in the Bakhtinian perspective, Information and Communication Technologies (ICT), Multimodality, and Semiotics. Methodologically, it is a quantitative and qualitative and descriptive research, of the case study type. According to Yin (2010), the case study is one of the strategic and challenging ways of doing research and allows an investigation to preserve the holistic and significant characteristics of real-life events. The participants of the research were: two graduating students from the sixth semester of the School of Language and Literature - Portuguese and English, from a Higher Education institution in the city of Recife, an English teacher from the School of Language and Literature course at that institution and ten English teachers who responded to the semi-structured interview in the digital medium. For that, we established the following strategies: (i) observations of sixth period LI classes; (ii) semi-structured interviews with the two students and LI teachers; (iii) construction of the Gamified Assessment from the perspective of the game's architecture; (iv) application of Gamified Evaluation in TDM; (v) application of a new semi-structured interview with the students after the results. Therefore, on-screen research is a means of expanding and exploring models to evaluate through Gamification. The results of our research attested to the positive effects of Gamification and Gamified Assessment in LI in ES, making the teaching and learning of the English language more autonomous, interactive, multimodal, challenging, effective, pleasurable, engaging and which fosters in the student the necessary motivation for progress in the learning process, from the reflection on the English language, as a foreign language in a game process in non-game environments. |
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Caiado, Roberta Varginha RamosDaróz, Elaine PereiraMoraes, Antônio Henrique Coutelo dehttp://lattes.cnpq.br/7849525944341427Serra, Roseli Wanderley de Araújo2021-05-19T13:39:59Z2020-07-20SERRA, Roseli Wanderley de Araújo. Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. 2020. 271 f. Dissertação (Mestrado) - Universidade Católica de Pernambuco. Pró-Reitoria Acadêmica. Coordenação Geral de Pós-Graduação. Mestrado em Ciências da Linguagem, 2020.http://tede2.unicap.br:8080/handle/tede/1384This research aims at analyzing the effects of Gamification in the assessment for the teaching and the learning of English as a Foreign Language (EFL) in Higher Education (HE), specifically, describing and explaining the effects of this Gamified Assessment for teaching and learning the English Language. Gamification means using elements of the game in non-game contexts (DETERDING et al., 2011). We propose to: identify web Apps (internet sites that behave like applications), which are accessed through a browser and have responsive behavior and applications in Mobile Digital Technology which enable the use of Gamification as a support tool the teaching-learning of EFL; observe the pedagogical activities they contain and, through the choice of some of those web Apps and applications, describe the effects for the teaching and learning of EFL through a Gamified Assessment, with the purpose of generating motivation, engagement and satisfaction to teachers and to language learners. Our research has as theoretical support: theories on Evaluation; Digital literacies; Pedagogy of Multiliteracies; Architectonics in the Bakhtinian perspective, Information and Communication Technologies (ICT), Multimodality, and Semiotics. Methodologically, it is a quantitative and qualitative and descriptive research, of the case study type. According to Yin (2010), the case study is one of the strategic and challenging ways of doing research and allows an investigation to preserve the holistic and significant characteristics of real-life events. The participants of the research were: two graduating students from the sixth semester of the School of Language and Literature - Portuguese and English, from a Higher Education institution in the city of Recife, an English teacher from the School of Language and Literature course at that institution and ten English teachers who responded to the semi-structured interview in the digital medium. For that, we established the following strategies: (i) observations of sixth period LI classes; (ii) semi-structured interviews with the two students and LI teachers; (iii) construction of the Gamified Assessment from the perspective of the game's architecture; (iv) application of Gamified Evaluation in TDM; (v) application of a new semi-structured interview with the students after the results. Therefore, on-screen research is a means of expanding and exploring models to evaluate through Gamification. The results of our research attested to the positive effects of Gamification and Gamified Assessment in LI in ES, making the teaching and learning of the English language more autonomous, interactive, multimodal, challenging, effective, pleasurable, engaging and which fosters in the student the necessary motivation for progress in the learning process, from the reflection on the English language, as a foreign language in a game process in non-game environments.A presente pesquisa visa analisar os efeitos do Gamification na avaliação para o ensino e para a aprendizagem da Língua Inglesa (LI) no Ensino Superior(ES), especificamente, descrevendo e explicando os efeitos desta Avaliação Gamificada para o ensino e para a aprendizagem da língua inglesa. Gamification significa usar elementos do jogo em contextos não-jogo (DETERDING et al., 2011). Propomo-nos a: identificar web Apps (sites da internet que se comportam como aplicativos), que são acessados através de um navegador e têm comportamento responsivo e aplicativos em Tecnologia Digital Móvel (TDM), que possibilitem o uso do Gamification como ferramenta de apoio ao ensino- aprendizagem de LI; observar as atividades pedagógicas neles contidas e, através da escolha de alguns desses web Apps e aplicativos, descrever os efeitos para o ensino e para a aprendizagem da LI através de uma Avaliação Gamificada, com a finalidade de gerar motivação, engajamento e satisfação aos professores e aos aprendizes da língua. Nossa pesquisa possui como aporte teórico: teorias sobre Avaliação; Letramentos Digitais; Pedagogia dos Multiletramentos; Arquitetônica na perspectiva bakhtiniana, Tecnologias Digitais de Informação e comunicação (TDICs), Multimodalidade, e Semiótica. Metodologicamente, trata-se de uma pesquisa quanti-quali e descritiva, do tipo estudo de caso. Segundo Yin (2010), o estudo de caso é uma das maneiras estratégicas e desafiadoras de se fazer pesquisa e permite uma investigação para se preservar as características holísticas e significativas dos acontecimentos da vida real. Participaram da pesquisa dois discentes do curso de Letras - sexto período, Português e Inglês, de uma instituição de Ensino Superior da cidade do Recife, um professor de inglês do curso de Letras da referida instituição e dez professores de inglês que responderam à entrevista semiestruturada no meio digital. Para tanto, estabelecemos as seguintes estratégias: (i) observações de aulas de LI do sexto período; (ii) entrevistas semiestruturadas com os dois discentes e os docentes de LI; (iii) construção da Avaliação Gamificada na perspectiva da arquitetura do game; (iv) aplicação da Avaliação Gamificada em TDM; (v) aplicação de nova entrevista semiestruturada com os discentes após os resultados. Assim sendo, a pesquisa em tela constitui-se como um meio de expandir e explorar modelos para avaliar através do Gamification. Os resultados da nossa pesquisa atestaram os efeitos positivos do Gamification e da Avaliação Gamificada em LI no ES, tornando o ensino-aprendizagem da língua inglesa mais autônomo, interativo, multimodal, desafiador, efetivo, prazeroso, engajador e que fomenta no educando a motivação necessária para o progresso no processo de aprendizagem, a partir da reflexão sobre a língua Língua Inglesa, como língua estrangeira num processo de jogo em ambientes não-jogo.Submitted by Biblioteca Central (biblioteca@unicap.br) on 2021-05-19T13:39:59Z No. of bitstreams: 2 Ok_roseli_wanderley_araujo_serra.pdf: 5850257 bytes, checksum: 6fd00f0d8d12131289def4cc17d0e43c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-05-19T13:39:59Z (GMT). No. of bitstreams: 2 Ok_roseli_wanderley_araujo_serra.pdf: 5850257 bytes, checksum: 6fd00f0d8d12131289def4cc17d0e43c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-07-20application/pdfporUniversidade Católica de PernambucoMestrado em Ciências da LinguagemUNICAPBrasilDepartamento de Pós-Graduaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessDissertaçõesAprendizagemEnsino superiorGamificaçãoLíngua inglesa - TextosLetramento digitalDissertationsLearningUniversity educationGamificationEnglish language - TextsDigital literacyLINGUISTICA, LETRAS E ARTES::ARTESOs efeitos do gamification na avaliação de linguagem inglesa no ensino superior.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis2724172099063601567500500600-88540523682731408358435846416789276096reponame:Biblioteca Digital de Teses e Dissertações da UNICAPinstname:Universidade Católica de Pernambuco (UNICAP)instacron:UNICAPORIGINALOk_roseli_wanderley_araujo_serra.pdfOk_roseli_wanderley_araujo_serra.pdfapplication/pdf5850257http://tede2.unicap.br:8080/handle/tede/bitstream/tede/1384/5/Ok_roseli_wanderley_araujo_serra.pdf6fd00f0d8d12131289def4cc17d0e43cMD55CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://tede2.unicap.br:8080/handle/tede/bitstream/tede/1384/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://tede2.unicap.br:8080/handle/tede/bitstream/tede/1384/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://tede2.unicap.br:8080/handle/tede/bitstream/tede/1384/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82170http://tede2.unicap.br:8080/handle/tede/bitstream/tede/1384/1/license.txt5d71329502a0e313f28be890c62f4ad8MD51tede/13842021-05-19 10:40:00.863oai:tede2.unicap.br:tede/1384Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.unicap.br:8080/http://tede2.unicap.br:8080/oai/requestbiblioteca@unicap.br||biblioteca@unicap.bropendoar:46462021-05-19T13:40Biblioteca Digital de Teses e Dissertações da UNICAP - Universidade Católica de Pernambuco (UNICAP)false |
dc.title.por.fl_str_mv |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
title |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
spellingShingle |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. Serra, Roseli Wanderley de Araújo Dissertações Aprendizagem Ensino superior Gamificação Língua inglesa - Textos Letramento digital Dissertations Learning University education Gamification English language - Texts Digital literacy LINGUISTICA, LETRAS E ARTES::ARTES |
title_short |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
title_full |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
title_fullStr |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
title_full_unstemmed |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
title_sort |
Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. |
author |
Serra, Roseli Wanderley de Araújo |
author_facet |
Serra, Roseli Wanderley de Araújo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Caiado, Roberta Varginha Ramos |
dc.contributor.referee1.fl_str_mv |
Daróz, Elaine Pereira |
dc.contributor.referee2.fl_str_mv |
Moraes, Antônio Henrique Coutelo de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7849525944341427 |
dc.contributor.author.fl_str_mv |
Serra, Roseli Wanderley de Araújo |
contributor_str_mv |
Caiado, Roberta Varginha Ramos Daróz, Elaine Pereira Moraes, Antônio Henrique Coutelo de |
dc.subject.por.fl_str_mv |
Dissertações Aprendizagem Ensino superior Gamificação Língua inglesa - Textos Letramento digital |
topic |
Dissertações Aprendizagem Ensino superior Gamificação Língua inglesa - Textos Letramento digital Dissertations Learning University education Gamification English language - Texts Digital literacy LINGUISTICA, LETRAS E ARTES::ARTES |
dc.subject.eng.fl_str_mv |
Dissertations Learning University education Gamification English language - Texts Digital literacy |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::ARTES |
description |
This research aims at analyzing the effects of Gamification in the assessment for the teaching and the learning of English as a Foreign Language (EFL) in Higher Education (HE), specifically, describing and explaining the effects of this Gamified Assessment for teaching and learning the English Language. Gamification means using elements of the game in non-game contexts (DETERDING et al., 2011). We propose to: identify web Apps (internet sites that behave like applications), which are accessed through a browser and have responsive behavior and applications in Mobile Digital Technology which enable the use of Gamification as a support tool the teaching-learning of EFL; observe the pedagogical activities they contain and, through the choice of some of those web Apps and applications, describe the effects for the teaching and learning of EFL through a Gamified Assessment, with the purpose of generating motivation, engagement and satisfaction to teachers and to language learners. Our research has as theoretical support: theories on Evaluation; Digital literacies; Pedagogy of Multiliteracies; Architectonics in the Bakhtinian perspective, Information and Communication Technologies (ICT), Multimodality, and Semiotics. Methodologically, it is a quantitative and qualitative and descriptive research, of the case study type. According to Yin (2010), the case study is one of the strategic and challenging ways of doing research and allows an investigation to preserve the holistic and significant characteristics of real-life events. The participants of the research were: two graduating students from the sixth semester of the School of Language and Literature - Portuguese and English, from a Higher Education institution in the city of Recife, an English teacher from the School of Language and Literature course at that institution and ten English teachers who responded to the semi-structured interview in the digital medium. For that, we established the following strategies: (i) observations of sixth period LI classes; (ii) semi-structured interviews with the two students and LI teachers; (iii) construction of the Gamified Assessment from the perspective of the game's architecture; (iv) application of Gamified Evaluation in TDM; (v) application of a new semi-structured interview with the students after the results. Therefore, on-screen research is a means of expanding and exploring models to evaluate through Gamification. The results of our research attested to the positive effects of Gamification and Gamified Assessment in LI in ES, making the teaching and learning of the English language more autonomous, interactive, multimodal, challenging, effective, pleasurable, engaging and which fosters in the student the necessary motivation for progress in the learning process, from the reflection on the English language, as a foreign language in a game process in non-game environments. |
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2020 |
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2020-07-20 |
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2021-05-19T13:39:59Z |
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SERRA, Roseli Wanderley de Araújo. Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. 2020. 271 f. Dissertação (Mestrado) - Universidade Católica de Pernambuco. Pró-Reitoria Acadêmica. Coordenação Geral de Pós-Graduação. Mestrado em Ciências da Linguagem, 2020. |
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http://tede2.unicap.br:8080/handle/tede/1384 |
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SERRA, Roseli Wanderley de Araújo. Os efeitos do gamification na avaliação de linguagem inglesa no ensino superior. 2020. 271 f. Dissertação (Mestrado) - Universidade Católica de Pernambuco. Pró-Reitoria Acadêmica. Coordenação Geral de Pós-Graduação. Mestrado em Ciências da Linguagem, 2020. |
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