CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3779 |
Resumo: | The learning culture what define the network society makes it converge towards the construction of a new educational model, characterized for the diversity and plurality of individuals. New pedagogical approaches are needed in order to serve an increasingly eager audience for innovative and challenging activities. In that focus, the concept of Gamification emerge as a pedagogical proposal, in order to reframe the traditional forms of educational relationships. However, teachers face challenges in how to structure such activities. Thus, the conceptual basis of Educational Design emerges to guide the planning and structuring of gamified activities, in order to enhance the learning processes, and encourage more effective student involvement. Thus, this research aims to analyze how educational design can help to structure gamification processes. Therefore, the methodology was based on applied research, with an exploratory/descriptive objective, of qualitative character, having the technical procedures as a bibliographic base. The scope of the research involved students from the Technical Course in Nursing of a vocational education institution of the city of São Luís-MA, having as field of application the discipline of Initiation to Study and Research. The gamified platforms were selected “Kahoot, Quizizz and Socrative” which were applied and allowed to perform, in light of the theoretical contribution, the analysis and synthesis of the results obtained. Like final research contribution, were created eight levels recommendations for structuring of gamified activity in perspective of Educational Design. |
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OBREGON, Rosane de Fatima Antuneshttp://lattes.cnpq.br/2057021074983466OBREGON, Rosane de Fatima Antuneshttp://lattes.cnpq.br/2057021074983466ZANDOMENEGHI, Ana Lucia O. A.http://lattes.cnpq.br/1468204044350566SANTOS, Wener Miranda Teixeira doshttp://lattes.cnpq.br/4420573225279073BORTOLATO, Marcia Melohttp://lattes.cnpq.br/1198123219548963http://lattes.cnpq.br/0105524868908840CARVALHO, Silvestre Matos de2022-06-27T17:33:05Z2022-01-28CARVALHO, Silvestre Matos de.Contribuições do design educacional para processos de gamificação. 2022. 114 f. Dissertação( Programa de Pós-Graduação em Design/CCET) - Universidade Federal do Maranhão, São Luís, 2022.https://tedebc.ufma.br/jspui/handle/tede/tede/3779The learning culture what define the network society makes it converge towards the construction of a new educational model, characterized for the diversity and plurality of individuals. New pedagogical approaches are needed in order to serve an increasingly eager audience for innovative and challenging activities. In that focus, the concept of Gamification emerge as a pedagogical proposal, in order to reframe the traditional forms of educational relationships. However, teachers face challenges in how to structure such activities. Thus, the conceptual basis of Educational Design emerges to guide the planning and structuring of gamified activities, in order to enhance the learning processes, and encourage more effective student involvement. Thus, this research aims to analyze how educational design can help to structure gamification processes. Therefore, the methodology was based on applied research, with an exploratory/descriptive objective, of qualitative character, having the technical procedures as a bibliographic base. The scope of the research involved students from the Technical Course in Nursing of a vocational education institution of the city of São Luís-MA, having as field of application the discipline of Initiation to Study and Research. The gamified platforms were selected “Kahoot, Quizizz and Socrative” which were applied and allowed to perform, in light of the theoretical contribution, the analysis and synthesis of the results obtained. Like final research contribution, were created eight levels recommendations for structuring of gamified activity in perspective of Educational Design.A cultura da aprendizagem que define a Sociedade em Rede faz convergir para a construção de um novo modelo educativo, caracterizado pela diversidade e pluralidade dos indivíduos. Faz-se necessário novas abordagens pedagógicas a fim de atender a um público cada vez mais ávido por atividades inovadoras instigantes e desafiadoras. Nesse enfoque, emerge o conceito de Gamificação como proposta pedagógica, a fim de ressignificar as formas tradicionais de relações educativas. Entretanto, os docentes encontram desafios de como estruturar tais atividades. Nesse contexto, surge a base conceitual do Design Educacional para orientar o planejamento e estruturação de atividades gamificadas, a fim de potencializar os processos de aprendizagem, e estimular o envolvimento mais efetivo dos alunos. Assim, a presente pesquisa objetivou analisar como o design educacional poderá auxiliar na estruturação de processos de gamificação. Para tanto, a metodologia pautou-se na pesquisa aplicada, com objetivo exploratório/descritivo, de caráter qualitativo, tendo os procedimentos técnicos como base bibliográfica. O escopo da pesquisa envolveu alunos do Curso Técnico em Enfermagem de instituição de ensino profissionalizante da cidade de São Luís-MA, tendo como campo de aplicação a disciplina de Iniciação ao Estudo e Pesquisa. Foram selecionadas as plataformas gamificadas “Kahoot, Quizizz e Socrative” as quais foram aplicadas e permitiram realizar, à luz do aporte teórico, a análise e síntese dos resultados obtidos. Como contribuição final da pesquisa, foram criados oito níveis de recomendações para estruturação de atividade gamificada na perspectiva do Design Educacional.Submitted by Maria Aparecida (cidazen@gmail.com) on 2022-06-27T17:33:05Z No. of bitstreams: 1 DISSERTAÇÃO SILVESTRE_PPGDg UFMA.pdf: 5214075 bytes, checksum: b0110929eea17428802d16b1f8c21fed (MD5)Made available in DSpace on 2022-06-27T17:33:05Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO SILVESTRE_PPGDg UFMA.pdf: 5214075 bytes, checksum: b0110929eea17428802d16b1f8c21fed (MD5) Previous issue date: 2022-01-28application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM DESIGN/CCETUFMABrasilCOORDENAÇÃO DO CURSO DE CIÊNCIA E TECNOLOGIA/CCETDesign educacional-instrucional;Atividade gamificada;Estratégias de aprendizagem;Tecnologias educacionaisEducational-instructional design;Gamified activity;Learning strategies;Educational technologiesProgramação VisualCONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃOEDUCATIONAL DESIGN CONTRIBUTIONS TO THE GAMIFICATION PROCESSESinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALDISSERTAÇÃO SILVESTRE_PPGDg UFMA.pdfDISSERTAÇÃO SILVESTRE_PPGDg UFMA.pdfapplication/pdf5214075http://tedebc.ufma.br:8080/bitstream/tede/3779/2/DISSERTAC%CC%A7A%CC%83O+SILVESTRE_PPGDg+UFMA.pdfb0110929eea17428802d16b1f8c21fedMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3779/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/37792022-06-27 14:33:05.126oai:tede2:tede/3779IExJQ0VOw4dBIERFIERJU1RSSUJVScOHw4NPIE7Dg08tRVhDTFVTSVZBCgpDb20gYSBhcHJlc2VudGHDp8OjbyBkZXN0YSBsaWNlbsOnYSxvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvciBjb25jZWRlIMOgIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRvIE1hcmFuaMOjbyAoVUZNQSkgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IGRpc3RyaWJ1aXIgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBjb25jb3JkYSBxdWUgYSBVRk1BIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGTUEgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVUZNQSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRk1BLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCkEgVUZNQSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIG91IG8ocykgbm9tZShzKSBkbyhzKSBkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbywgZSBuw6NvIGZhcsOhIHF1YWxxdWVyIGFsdGVyYcOnw6NvLCBhbMOpbSBkYXF1ZWxhcyBjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgoKRGVjbGFyYSB0YW1iw6ltIHF1ZSB0b2RhcyBhcyBhZmlsaWHDp8O1ZXMgY29ycG9yYXRpdmFzIG91IGluc3RpdHVjaW9uYWlzIGUgdG9kYXMgYXMgZm9udGVzIGRlIGFwb2lvIGZpbmFuY2Vpcm8gYW8gdHJhYmFsaG8gZXN0w6NvIGRldmlkYW1lbnRlIGNpdGFkYXMgb3UgbWVuY2lvbmFkYXMgZSBjZXJ0aWZpY2EgcXVlIG7Do28gaMOhIG5lbmh1bSBpbnRlcmVzc2UgY29tZXJjaWFsIG91IGFzc29jaWF0aXZvIHF1ZSByZXByZXNlbnRlIGNvbmZsaXRvIGRlIGludGVyZXNzZSBlbSBjb25leMOjbyBjb20gbyB0cmFiYWxobyBzdWJtZXRpZG8uCgoKCgoKCgo=Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-06-27T17:33:05Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
dc.title.alternative.eng.fl_str_mv |
EDUCATIONAL DESIGN CONTRIBUTIONS TO THE GAMIFICATION PROCESSES |
title |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
spellingShingle |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO CARVALHO, Silvestre Matos de Design educacional-instrucional; Atividade gamificada; Estratégias de aprendizagem; Tecnologias educacionais Educational-instructional design; Gamified activity; Learning strategies; Educational technologies Programação Visual |
title_short |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
title_full |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
title_fullStr |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
title_full_unstemmed |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
title_sort |
CONTRIBUIÇÕES DO DESIGN EDUCACIONAL PARA PROCESSOS DE GAMIFICAÇÃO |
author |
CARVALHO, Silvestre Matos de |
author_facet |
CARVALHO, Silvestre Matos de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
OBREGON, Rosane de Fatima Antunes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2057021074983466 |
dc.contributor.referee1.fl_str_mv |
OBREGON, Rosane de Fatima Antunes |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2057021074983466 |
dc.contributor.referee2.fl_str_mv |
ZANDOMENEGHI, Ana Lucia O. A. |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1468204044350566 |
dc.contributor.referee3.fl_str_mv |
SANTOS, Wener Miranda Teixeira dos |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4420573225279073 |
dc.contributor.referee4.fl_str_mv |
BORTOLATO, Marcia Melo |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1198123219548963 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0105524868908840 |
dc.contributor.author.fl_str_mv |
CARVALHO, Silvestre Matos de |
contributor_str_mv |
OBREGON, Rosane de Fatima Antunes OBREGON, Rosane de Fatima Antunes ZANDOMENEGHI, Ana Lucia O. A. SANTOS, Wener Miranda Teixeira dos BORTOLATO, Marcia Melo |
dc.subject.por.fl_str_mv |
Design educacional-instrucional; Atividade gamificada; Estratégias de aprendizagem; Tecnologias educacionais |
topic |
Design educacional-instrucional; Atividade gamificada; Estratégias de aprendizagem; Tecnologias educacionais Educational-instructional design; Gamified activity; Learning strategies; Educational technologies Programação Visual |
dc.subject.eng.fl_str_mv |
Educational-instructional design; Gamified activity; Learning strategies; Educational technologies |
dc.subject.cnpq.fl_str_mv |
Programação Visual |
description |
The learning culture what define the network society makes it converge towards the construction of a new educational model, characterized for the diversity and plurality of individuals. New pedagogical approaches are needed in order to serve an increasingly eager audience for innovative and challenging activities. In that focus, the concept of Gamification emerge as a pedagogical proposal, in order to reframe the traditional forms of educational relationships. However, teachers face challenges in how to structure such activities. Thus, the conceptual basis of Educational Design emerges to guide the planning and structuring of gamified activities, in order to enhance the learning processes, and encourage more effective student involvement. Thus, this research aims to analyze how educational design can help to structure gamification processes. Therefore, the methodology was based on applied research, with an exploratory/descriptive objective, of qualitative character, having the technical procedures as a bibliographic base. The scope of the research involved students from the Technical Course in Nursing of a vocational education institution of the city of São Luís-MA, having as field of application the discipline of Initiation to Study and Research. The gamified platforms were selected “Kahoot, Quizizz and Socrative” which were applied and allowed to perform, in light of the theoretical contribution, the analysis and synthesis of the results obtained. Like final research contribution, were created eight levels recommendations for structuring of gamified activity in perspective of Educational Design. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-06-27T17:33:05Z |
dc.date.issued.fl_str_mv |
2022-01-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CARVALHO, Silvestre Matos de.Contribuições do design educacional para processos de gamificação. 2022. 114 f. Dissertação( Programa de Pós-Graduação em Design/CCET) - Universidade Federal do Maranhão, São Luís, 2022. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3779 |
identifier_str_mv |
CARVALHO, Silvestre Matos de.Contribuições do design educacional para processos de gamificação. 2022. 114 f. Dissertação( Programa de Pós-Graduação em Design/CCET) - Universidade Federal do Maranhão, São Luís, 2022. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/3779 |
dc.language.iso.fl_str_mv |
por |
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por |
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openAccess |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM DESIGN/CCET |
dc.publisher.initials.fl_str_mv |
UFMA |
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Brasil |
dc.publisher.department.fl_str_mv |
COORDENAÇÃO DO CURSO DE CIÊNCIA E TECNOLOGIA/CCET |
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Universidade Federal do Maranhão |
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