Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/31027 |
Resumo: | Test anxiety is a type of multifocal individual performance anxiety characterized by psychological, physiological, and behavioral reactions towards school assessments. Studies of this construct seek solutions for this situation that occurs at all levels of education. Given this context, gamification presents itself as a strategy that can reduce test anxiety, as its mechanism of use is precisely to promote a positive experience. The research carried out was applied in nature, with exploratory and descriptive objectives, with convergent mixed methods and characterized by a panel of experts, opinion research and action research. To investigate whether test anxiety decreases when using gamified school assessments compared to conventional tests, some instruments were created to support this research. The first of these is also the educational product, the development of a Set of Guidelines for Developing Gamified School Assessments (Game-P), which presents guidance on how teachers can transform conventional assessments into gamified assessments. These guidelines were applied in the development of different gamified assessment models. Based on the construction of these materials, a panel of experts was created for basic education teachers with some knowledge of gamification and an opinion survey for students in Elementary School - Final Years and High School. The objective of these instruments was to present the research proposal and the instruments developed and analyze, based on the opinion of experts and students, whether gamified assessments can reduce test anxiety. In addition, the application of a reduced version of the Test Anxiety Inventory (IAP), collecting information on the occurrence of test anxiety. Action research was also carried out in 8th grade classes at a private school in the Mathematics curricular component. The objective of this stage was to implement all the instruments developed in a real situation, in order to carry out an intervention, analyzing and reflecting on the results obtained. The results indicated that there was an increase of 6 to 8 percentage points in the prevalence of test anxiety, compared to data in the literature, and that the use of gamified assessments has the potential to reduce this condition in basic education students. However, some aspects need to be considered in future research, such as the profile of students, teacher training on the topic and longitudinal effectiveness studies. These results indicate that diverse assessment instruments, such as gamified assessment, can reduce test anxiety and promote a positive, motivating and engaging experience. |
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Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de testeSchool evaluation and gamification: strategy to decrease test anxietyGamificaçãoAvaliação escolarAnsiedade de testeSaúde mental na escolaGamificationSchool evaluationTest anxietyMental health at schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOTest anxiety is a type of multifocal individual performance anxiety characterized by psychological, physiological, and behavioral reactions towards school assessments. Studies of this construct seek solutions for this situation that occurs at all levels of education. Given this context, gamification presents itself as a strategy that can reduce test anxiety, as its mechanism of use is precisely to promote a positive experience. The research carried out was applied in nature, with exploratory and descriptive objectives, with convergent mixed methods and characterized by a panel of experts, opinion research and action research. To investigate whether test anxiety decreases when using gamified school assessments compared to conventional tests, some instruments were created to support this research. The first of these is also the educational product, the development of a Set of Guidelines for Developing Gamified School Assessments (Game-P), which presents guidance on how teachers can transform conventional assessments into gamified assessments. These guidelines were applied in the development of different gamified assessment models. Based on the construction of these materials, a panel of experts was created for basic education teachers with some knowledge of gamification and an opinion survey for students in Elementary School - Final Years and High School. The objective of these instruments was to present the research proposal and the instruments developed and analyze, based on the opinion of experts and students, whether gamified assessments can reduce test anxiety. In addition, the application of a reduced version of the Test Anxiety Inventory (IAP), collecting information on the occurrence of test anxiety. Action research was also carried out in 8th grade classes at a private school in the Mathematics curricular component. The objective of this stage was to implement all the instruments developed in a real situation, in order to carry out an intervention, analyzing and reflecting on the results obtained. The results indicated that there was an increase of 6 to 8 percentage points in the prevalence of test anxiety, compared to data in the literature, and that the use of gamified assessments has the potential to reduce this condition in basic education students. However, some aspects need to be considered in future research, such as the profile of students, teacher training on the topic and longitudinal effectiveness studies. These results indicate that diverse assessment instruments, such as gamified assessment, can reduce test anxiety and promote a positive, motivating and engaging experience.A ansiedade de teste é um tipo de ansiedade multifocal de desempenho individual caracterizada por reações psicológicas, fisiológicas e comportamentais diante das avaliações escolares. Estudos deste constructo buscam soluções para este quadro que ocorre em todos os níveis de ensino. Diante deste contexto, a gamificação apresenta-se como uma estratégia que pode diminuir a ansiedade de teste, pois seu mecanismo de uso está justamente na promoção de uma experiência positiva. A pesquisa realizada teve uma natureza aplicada, com objetivos exploratórios e descritivos, com métodos mistos convergentes e caracterizando-se por painel de especialistas, pesquisa de opinião e pesquisa-ação. Para investigar se a ansiedade de teste diminui ao serem utilizadas avaliações escolares gamificadas em comparação com os testes convencionais, foram elaborados alguns instrumentos que alicerçam essa pesquisa. O primeiro deles é também o produto educacional, a elaboração de um Conjunto de Diretrizes para Elaboração de Avaliações Escolares Gamificadas (Game-P), que apresenta orientações sobre como os professores podem transformar as avaliações convencionais em avaliações gamificadas. Essas diretrizes foram aplicadas na elaboração de diferentes modelos de avaliações gamificadas. A partir da construção desses materiais, foi elaborado um painel de especialistas destinado a professores da educação básica com algum conhecimento em gamificação e uma pesquisa de opinião para estudantes do Ensino Fundamental - Anos Finais e Ensino Médio. O objetivo desses instrumentos era apresentar a proposta da pesquisa e os instrumentos elaborados e analisar, com base na opinião dos especialistas e dos estudantes, se as avaliações gamificadas podem reduzir a ansiedade de teste. Além disso, a aplicação de uma versão reduzida do Inventário de Ansiedade frente a Provas (IAP), coletando informações sobre a ocorrência da ansiedade de teste. Também foi realizada uma pesquisa-ação em turmas do 8º ano de uma escola privada no componente curricular de Matemática. O objetivo dessa etapa foi o de implementar todos os instrumentos elaborados em uma situação real, a fim de realizar uma intervenção, analisando e refletindo sobre os resultados obtidos. Os resultados indicaram que houve um aumento de 6 a 8 pontos percentuais na prevalência da ansiedade de teste, em comparação com dados da literatura, e que o uso de avaliações gamificadas têm potencial para reduzir essa condição em estudantes da educação básica. Contudo, alguns aspectos precisam ser considerados em pesquisas futuras, como o perfil dos estudantes, a formação docente sobre o tema e estudos de eficácia longitudinais. Esses resultados indicam que instrumentos avaliativos diversificados, como a avaliação gamificada, podem reduzir a ansiedade de teste e promover uma experiência positiva, motivadora e engajante.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Tecnologias Educacionais em RedeCentro de EducaçãoNunes, Felipe Beckerhttp://lattes.cnpq.br/2277559773788201Petri, GianiHounsel, Marcelo da SilvaKlettemberg, Janaina Schlickmann2024-01-09T11:37:45Z2024-01-09T11:37:45Z2023-11-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfhttp://repositorio.ufsm.br/handle/1/31027porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2024-01-09T11:37:45Zoai:repositorio.ufsm.br:1/31027Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2024-01-09T11:37:45Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste School evaluation and gamification: strategy to decrease test anxiety |
title |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste |
spellingShingle |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste Klettemberg, Janaina Schlickmann Gamificação Avaliação escolar Ansiedade de teste Saúde mental na escola Gamification School evaluation Test anxiety Mental health at school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste |
title_full |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste |
title_fullStr |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste |
title_full_unstemmed |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste |
title_sort |
Avaliação escolar e gamificação: estratégia para diminuir a ansiedade de teste |
author |
Klettemberg, Janaina Schlickmann |
author_facet |
Klettemberg, Janaina Schlickmann |
author_role |
author |
dc.contributor.none.fl_str_mv |
Nunes, Felipe Becker http://lattes.cnpq.br/2277559773788201 Petri, Giani Hounsel, Marcelo da Silva |
dc.contributor.author.fl_str_mv |
Klettemberg, Janaina Schlickmann |
dc.subject.por.fl_str_mv |
Gamificação Avaliação escolar Ansiedade de teste Saúde mental na escola Gamification School evaluation Test anxiety Mental health at school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Gamificação Avaliação escolar Ansiedade de teste Saúde mental na escola Gamification School evaluation Test anxiety Mental health at school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Test anxiety is a type of multifocal individual performance anxiety characterized by psychological, physiological, and behavioral reactions towards school assessments. Studies of this construct seek solutions for this situation that occurs at all levels of education. Given this context, gamification presents itself as a strategy that can reduce test anxiety, as its mechanism of use is precisely to promote a positive experience. The research carried out was applied in nature, with exploratory and descriptive objectives, with convergent mixed methods and characterized by a panel of experts, opinion research and action research. To investigate whether test anxiety decreases when using gamified school assessments compared to conventional tests, some instruments were created to support this research. The first of these is also the educational product, the development of a Set of Guidelines for Developing Gamified School Assessments (Game-P), which presents guidance on how teachers can transform conventional assessments into gamified assessments. These guidelines were applied in the development of different gamified assessment models. Based on the construction of these materials, a panel of experts was created for basic education teachers with some knowledge of gamification and an opinion survey for students in Elementary School - Final Years and High School. The objective of these instruments was to present the research proposal and the instruments developed and analyze, based on the opinion of experts and students, whether gamified assessments can reduce test anxiety. In addition, the application of a reduced version of the Test Anxiety Inventory (IAP), collecting information on the occurrence of test anxiety. Action research was also carried out in 8th grade classes at a private school in the Mathematics curricular component. The objective of this stage was to implement all the instruments developed in a real situation, in order to carry out an intervention, analyzing and reflecting on the results obtained. The results indicated that there was an increase of 6 to 8 percentage points in the prevalence of test anxiety, compared to data in the literature, and that the use of gamified assessments has the potential to reduce this condition in basic education students. However, some aspects need to be considered in future research, such as the profile of students, teacher training on the topic and longitudinal effectiveness studies. These results indicate that diverse assessment instruments, such as gamified assessment, can reduce test anxiety and promote a positive, motivating and engaging experience. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-27 2024-01-09T11:37:45Z 2024-01-09T11:37:45Z |
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.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/31027 |
url |
http://repositorio.ufsm.br/handle/1/31027 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Tecnologias Educacionais em Rede Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Tecnologias Educacionais em Rede Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922064137191424 |