The The use of Gamification for English language assessment in Higher Education: an innovative perspective
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Letras Raras |
Texto Completo: | https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/743 |
Resumo: | Assessment in the context of Higher Education plays a fundamental role in the educational process, as its aim is to measure students' progress and knowledge acquisition. However, traditional assessment approaches are often perceived as monotonous and demotivating, resulting in a lack of engagement and unsatisfactory outcomes. The Digital Era brings new perspectives to almost every aspect of human life, and thus Gamification emerges as an innovative proposal capable of transforming educational practices. Our objective is to analyze the effects of Gamification on what concerns the assessment of teaching and learning the English Language in Higher Education. Methodologically, we conducted a quantitative-qualitative and descriptive research, utilizing a case study approach. Two undergraduate students in the sixth semester of the Portuguese and English Language program at a Higher Education institution in the city of Recife participated in the research. Additionally, we had the participation of an English language professor from the mentioned institution and conducted semi-structured interviews with ten randomly selected English language teachers, using digital platforms. Thus, we employed the following strategies: (i) observation of English Language classes in the sixth semester; (ii) conducting semi-structured interviews with students and English language teachers; (iii) development of the Gamified Assessment; (iv) implementation of the Gamified Assessment in the Digital Technologies in Education course; (v) conducting a follow-up semi-structured interview with the students after the completion of the Gamified Assessment. Our results confirm the effectiveness of Gamified Assessment for teaching, learning, and evaluating the English Language in Higher Education. KEYWORDS: Teaching and Learning; Gamified Assessment; Digital Technologies; Gamification; English Language. |
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The The use of Gamification for English language assessment in Higher Education: an innovative perspectiveA utilização do Gamification para a avaliação de língua inglesa no contexto do Ensino Superior: uma perspectiva inovadora Ensino- aprendizagemAvaliação GamificadaTecnologias DigitaisGamificationLíngua inglesaTeaching and learningGamified assessmentDigital technologiesGamificationEnglish langugageAssessment in the context of Higher Education plays a fundamental role in the educational process, as its aim is to measure students' progress and knowledge acquisition. However, traditional assessment approaches are often perceived as monotonous and demotivating, resulting in a lack of engagement and unsatisfactory outcomes. The Digital Era brings new perspectives to almost every aspect of human life, and thus Gamification emerges as an innovative proposal capable of transforming educational practices. Our objective is to analyze the effects of Gamification on what concerns the assessment of teaching and learning the English Language in Higher Education. Methodologically, we conducted a quantitative-qualitative and descriptive research, utilizing a case study approach. Two undergraduate students in the sixth semester of the Portuguese and English Language program at a Higher Education institution in the city of Recife participated in the research. Additionally, we had the participation of an English language professor from the mentioned institution and conducted semi-structured interviews with ten randomly selected English language teachers, using digital platforms. Thus, we employed the following strategies: (i) observation of English Language classes in the sixth semester; (ii) conducting semi-structured interviews with students and English language teachers; (iii) development of the Gamified Assessment; (iv) implementation of the Gamified Assessment in the Digital Technologies in Education course; (v) conducting a follow-up semi-structured interview with the students after the completion of the Gamified Assessment. Our results confirm the effectiveness of Gamified Assessment for teaching, learning, and evaluating the English Language in Higher Education. KEYWORDS: Teaching and Learning; Gamified Assessment; Digital Technologies; Gamification; English Language. A avaliação no contexto do Ensino Superior desempenha um papel fundamental no processo educativo, pois tem como objetivo medir o progresso e a aquisição de conhecimento por parte dos estudantes. Entretanto, as abordagens tradicionais de avaliação, muitas vezes, são percebidas como monótonas e desmotivadoras, resultando em uma falta de engajamento e em resultados insatisfatórios. A Era Digital traz novas perspectivas em quase todas as áreas na rotina da humanidade, surge, então, o Gamification como uma proposta inovadora capaz de transformar práticas educacionais. Nosso objetivo é analisar os efeitos do Gamification na avaliação do ensino e aprendizagem da Língua Inglesa no Ensino Superior. Metodologicamente, realizamos uma pesquisa quanti-quali e descritiva, utilizando o estudo de caso como abordagem. Participaram da pesquisa dois discentes do curso de Letras - sexto período, Português e Inglês, de uma instituição de Ensino Superior na cidade do Recife. Além disso, contamos com a participação de um professor de inglês da referida instituição e entrevistamos dez professores de inglês, randomicamente, por meio de entrevistas semiestruturadas realizadas em meio digital. Dessa forma, utilizamos as seguintes estratégias: (i) observação das aulas de Língua Inglesa do sexto período; (ii) realização de entrevistas semiestruturadas com os discentes e docentes de Língua Inglesa; (iii) construção da Avaliação Gamificada; (iv) aplicação da Avaliação Gamificada em TDM; (v) realização de uma nova entrevista semiestruturada com os discentes após a conclusão da Avaliação Gamificada. Nossos resultados atestam a eficácia da Avaliação Gamificada para o ensino, a aprendizagem e a avaliação de Língua Inglesa no Ensino Superior. PALAVRAS-CHAVE: Ensino-aprendizagem; Tecnologias Digitais; Gamification; Língua Inglesa.Editora Universitaria da UFCG2023-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/74310.5281/zenodo.8302290Revista Letras Raras; Vol. 12 No. 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187Revista Letras Raras; Vol. 12 Núm. 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187Revista Letras Raras; Vol. 12 No 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187Revista Letras Raras; v. 12 n. 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-1872317-2347reponame:Revista Letras Rarasinstname:Universidade Federal de Campina Grande (UFCG)instacron:UFCGporhttps://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/743/876© 2023 Revista Letras Rarashttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSerra, Roseli Wanderley de AraújoCaetano, Josemeire Caiado, Roberta 2023-11-18T00:36:58Zoai:ojs2.revistas.editora.ufcg.edu.br:article/743Revistahttps://revistas.editora.ufcg.edu.br/index.php/RLRPUBhttps://revistas.editora.ufcg.edu.br/index.php/RLR/oai||letrasrarasufcg@gmail.com2317-23472317-2347opendoar:2023-11-18T00:36:58Revista Letras Raras - Universidade Federal de Campina Grande (UFCG)false |
dc.title.none.fl_str_mv |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective A utilização do Gamification para a avaliação de língua inglesa no contexto do Ensino Superior: uma perspectiva inovadora |
title |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective |
spellingShingle |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective Serra, Roseli Wanderley de Araújo Ensino- aprendizagem Avaliação Gamificada Tecnologias Digitais Gamification Língua inglesa Teaching and learning Gamified assessment Digital technologies Gamification English langugage |
title_short |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective |
title_full |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective |
title_fullStr |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective |
title_full_unstemmed |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective |
title_sort |
The The use of Gamification for English language assessment in Higher Education: an innovative perspective |
author |
Serra, Roseli Wanderley de Araújo |
author_facet |
Serra, Roseli Wanderley de Araújo Caetano, Josemeire Caiado, Roberta |
author_role |
author |
author2 |
Caetano, Josemeire Caiado, Roberta |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Serra, Roseli Wanderley de Araújo Caetano, Josemeire Caiado, Roberta |
dc.subject.por.fl_str_mv |
Ensino- aprendizagem Avaliação Gamificada Tecnologias Digitais Gamification Língua inglesa Teaching and learning Gamified assessment Digital technologies Gamification English langugage |
topic |
Ensino- aprendizagem Avaliação Gamificada Tecnologias Digitais Gamification Língua inglesa Teaching and learning Gamified assessment Digital technologies Gamification English langugage |
description |
Assessment in the context of Higher Education plays a fundamental role in the educational process, as its aim is to measure students' progress and knowledge acquisition. However, traditional assessment approaches are often perceived as monotonous and demotivating, resulting in a lack of engagement and unsatisfactory outcomes. The Digital Era brings new perspectives to almost every aspect of human life, and thus Gamification emerges as an innovative proposal capable of transforming educational practices. Our objective is to analyze the effects of Gamification on what concerns the assessment of teaching and learning the English Language in Higher Education. Methodologically, we conducted a quantitative-qualitative and descriptive research, utilizing a case study approach. Two undergraduate students in the sixth semester of the Portuguese and English Language program at a Higher Education institution in the city of Recife participated in the research. Additionally, we had the participation of an English language professor from the mentioned institution and conducted semi-structured interviews with ten randomly selected English language teachers, using digital platforms. Thus, we employed the following strategies: (i) observation of English Language classes in the sixth semester; (ii) conducting semi-structured interviews with students and English language teachers; (iii) development of the Gamified Assessment; (iv) implementation of the Gamified Assessment in the Digital Technologies in Education course; (v) conducting a follow-up semi-structured interview with the students after the completion of the Gamified Assessment. Our results confirm the effectiveness of Gamified Assessment for teaching, learning, and evaluating the English Language in Higher Education. KEYWORDS: Teaching and Learning; Gamified Assessment; Digital Technologies; Gamification; English Language. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/743 10.5281/zenodo.8302290 |
url |
https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/743 |
identifier_str_mv |
10.5281/zenodo.8302290 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/743/876 |
dc.rights.driver.fl_str_mv |
© 2023 Revista Letras Raras https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
© 2023 Revista Letras Raras https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Universitaria da UFCG |
publisher.none.fl_str_mv |
Editora Universitaria da UFCG |
dc.source.none.fl_str_mv |
Revista Letras Raras; Vol. 12 No. 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187 Revista Letras Raras; Vol. 12 Núm. 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187 Revista Letras Raras; Vol. 12 No 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187 Revista Letras Raras; v. 12 n. 2 (2023): Ensino de línguas por meio da gamificação: novas perspectivas e inovação; 163-187 2317-2347 reponame:Revista Letras Raras instname:Universidade Federal de Campina Grande (UFCG) instacron:UFCG |
instname_str |
Universidade Federal de Campina Grande (UFCG) |
instacron_str |
UFCG |
institution |
UFCG |
reponame_str |
Revista Letras Raras |
collection |
Revista Letras Raras |
repository.name.fl_str_mv |
Revista Letras Raras - Universidade Federal de Campina Grande (UFCG) |
repository.mail.fl_str_mv |
||letrasrarasufcg@gmail.com |
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