Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UNIFENAS |
Texto Completo: | http://tede2.unifenas.br:8080/jspui/handle/jspui/285 |
Resumo: | Introduction: The teaching of Human Anatomy in the first term of medical school is challenging and, occasionally, demotivating, given its high theoretical-practical burden and its distance from clinical practice. Due to its importance for the training of doctors, there has been considerable effort for methodological changes in the last decades, with a view to develop a new teaching-learning process, student-centred and supported by the teacher as a facilitator and mediator in the process. In this context, educators have been seeking after alternatives for new practices. Among them, gamification stands out, which consists in the implementation of fundamental characteristics of games, within an educational setting, which are capable of positively influencing students' motivation, attention, understanding, memorisation, and metacognition, rendering meaningful learning outcomes. Objectives : To evaluate the effects of the inclusion of gamification in laboratory lessons of Human Anatomy in relation to the motivation of medical students in addition to short and long-term memorisation. Methodology: a transversal experimental research with 41 subjects in their first term as medical school students at UNIFENAS-BH, in the first semester of 2019, who were taking the Human Anatomy course. The participants attended a mini class, being subsequently and randomly divided into two groups, one of which proceeded with a traditional laboratory class whereas the other participated in a gamified laboratory class. A card-based game model was used; it was a specific educational game developed to be used for the purpose of this work (ANATOCARD). During the intervention, students were evaluated by doing pre-tests (pre-test, post-test 1, post-test 2 and post-test 3) and by completing an IMMS questionnaire to assess their motivation. Seven days after doing post-test 2, students did post-test 3, without previous notice. Conclusion: An educational game was developed - a gamified educational object - which was named ANATOCARD. The game proved to be useful, making it possible to reach the goals of this research, in addition to being reproducible and inexpensive, which easing its diffusion. In the group where gamification was added, compared to the control group, we observed a higher, statistically significant, motivation level, which was noticeable in all of its dimensions (Attention, Relevance and Satisfaction), not only Trust. Regarding proficiency, results show an adequate correspondence among the effects of gamification, fully comparable to those of the traditional methods of teaching Anatomy. Furthermore, students in the gamification-group showed greater knowledge retention in post-test 3, with statistical significance. Therefore, the results of this work make it possible to conclude using this gamified educational object as a valid alternative for teaching Human Anatomy to medical school students |
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Cardoso Junior, Aloisio80478395604http://lattes.cnpq.br/0112472754877872Peixoto, Jose Maria49104292634http://lattes.cnpq.br/5863458866759154Santos, Rodrigo Ribeiro dos91252580606http://lattes.cnpq.br/256545705711544142873975687http://lattes.cnpq.br/3240403647944831Vieira, Diogenes Coelho2021-08-10T18:21:20Z2020-02-14Vieira, Diogenes Coelho. Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana. 2020. 103f. Dissertação (Programa de Mestrado em Ensino em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2020.http://tede2.unifenas.br:8080/jspui/handle/jspui/285Introduction: The teaching of Human Anatomy in the first term of medical school is challenging and, occasionally, demotivating, given its high theoretical-practical burden and its distance from clinical practice. Due to its importance for the training of doctors, there has been considerable effort for methodological changes in the last decades, with a view to develop a new teaching-learning process, student-centred and supported by the teacher as a facilitator and mediator in the process. In this context, educators have been seeking after alternatives for new practices. Among them, gamification stands out, which consists in the implementation of fundamental characteristics of games, within an educational setting, which are capable of positively influencing students' motivation, attention, understanding, memorisation, and metacognition, rendering meaningful learning outcomes. Objectives : To evaluate the effects of the inclusion of gamification in laboratory lessons of Human Anatomy in relation to the motivation of medical students in addition to short and long-term memorisation. Methodology: a transversal experimental research with 41 subjects in their first term as medical school students at UNIFENAS-BH, in the first semester of 2019, who were taking the Human Anatomy course. The participants attended a mini class, being subsequently and randomly divided into two groups, one of which proceeded with a traditional laboratory class whereas the other participated in a gamified laboratory class. A card-based game model was used; it was a specific educational game developed to be used for the purpose of this work (ANATOCARD). During the intervention, students were evaluated by doing pre-tests (pre-test, post-test 1, post-test 2 and post-test 3) and by completing an IMMS questionnaire to assess their motivation. Seven days after doing post-test 2, students did post-test 3, without previous notice. Conclusion: An educational game was developed - a gamified educational object - which was named ANATOCARD. The game proved to be useful, making it possible to reach the goals of this research, in addition to being reproducible and inexpensive, which easing its diffusion. In the group where gamification was added, compared to the control group, we observed a higher, statistically significant, motivation level, which was noticeable in all of its dimensions (Attention, Relevance and Satisfaction), not only Trust. Regarding proficiency, results show an adequate correspondence among the effects of gamification, fully comparable to those of the traditional methods of teaching Anatomy. Furthermore, students in the gamification-group showed greater knowledge retention in post-test 3, with statistical significance. Therefore, the results of this work make it possible to conclude using this gamified educational object as a valid alternative for teaching Human Anatomy to medical school studentsIntrodução: O ensino da anatomia humana nos primeiros semestres dos cursos de medicina é desafiador e, eventualmente, desmotivador, dada sua alta carga teórico-prática e seu distanciamento da prática clínica. Devido à sua importância para a formação do médico, nas últimas décadas houve esforço considerável para mudanças metodológicas, objetivando desenvolver um novo processo de ensino-aprendizagem centrado no aluno e apoiado no professor como facilitador e mediador deste processo. Neste contexto, educadores têm buscado alternativas de novas práticas. Dentre elas destaca-se a gamificação, que consiste na aplicação de características elementares de jogos, em cenário educacional, capazes de influenciar positivamente a motivação, a atenção, a compreensão, a memorização e a metacognição dos estudantes, traduzindo-se em aprendizagem significativa. Objetivos: avaliar os efeitos da adição da gamificação em aulas laboratoriais de anatomia humana em relação à motivação de estudantes de medicina e memorização em curto e longo prazo. Metodologia: pesquisa experimental transversal aplicada a 41 alunos do primeiro período do curso de medicina da UNIFENAS-BH, no primeiro semestre de 2019, cursando a disciplina de anatomia humana. Os participantes assistiram uma miniaula, sendo posteriormente e aleatoriamente divididos em dois grupos, um dos quais seguiu com a aula laboratorial tradicional e o outro participou da adição de gamificação (aula laboratorial gamificada). O modelo de jogo utilizado foi de cartas, tendo sido desenvolvido um jogo educacional específico para ser utilizado neste trabalho (ANATOCARD). Durante a aplicação da intervenção os alunos foram avaliados por pré-testes (pré-teste, pós-teste1, pós-teste 2 e pós-teste 3) e pela aplicação de questionário IMMS para avaliação de motivação. Após sete dias da aplicação do pós-teste 2, os alunos foram submetidos à aplicação do pós-teste 3, sem aviso prévio. Conclusão: desenvolveu-se um jogo educacional, um objeto educacional gamificado, que foi denominado ANATOCARD. O jogo mostrou-se útil, permitindo atingir os objetivos desta pesquisa, além de ser reprodutível e de baixo custo, o que facilita sua disseminação. No grupo onde foi feita a adição de gamificação, comparativamente com o grupo controle, observamos motivação mais elevada, estatisticamente significativa, que se estendeu a todas as suas dimensões (atenção, relevância e satisfação), não alcançando apenas a confiança. Em relação à proficiência, encontramos resultados mostrando adequada correspondência entre os efeitos da gamificação aplicada, plenamente comparáveis aos do método tradicional de ensino de anatomia. Adicionalmente os alunos do grupo jogo mostraram maior retenção de conhecimentos no pós-teste 3, com relevância estatística. Isto nos permite concluir pela possibilidade de usar este objeto educacional gamificado como alternativa válida para o ensino da anatomia humana para estudantes de medicinaSubmitted by Jessica Queiroz (kely.alves@unifenas.br) on 2021-08-10T18:20:37Z No. of bitstreams: 1 Dissertação Diógenes.pdf: 2907981 bytes, checksum: 4a0fc9eb85414d1408f5ab6cf607c1d7 (MD5)Approved for entry into archive by Jessica Queiroz (kely.alves@unifenas.br) on 2021-08-10T18:20:54Z (GMT) No. of bitstreams: 1 Dissertação Diógenes.pdf: 2907981 bytes, checksum: 4a0fc9eb85414d1408f5ab6cf607c1d7 (MD5)Approved for entry into archive by Jessica Queiroz (kely.alves@unifenas.br) on 2021-08-10T18:21:03Z (GMT) No. of bitstreams: 1 Dissertação Diógenes.pdf: 2907981 bytes, checksum: 4a0fc9eb85414d1408f5ab6cf607c1d7 (MD5)Made available in DSpace on 2021-08-10T18:21:20Z (GMT). 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dc.title.por.fl_str_mv |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
dc.title.alternative.eng.fl_str_mv |
Study of the effects of gamification on motivation and memorization of medical students in a laboratory setting of human anatomy |
title |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
spellingShingle |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana Vieira, Diogenes Coelho Anatomia humana Motivação Gamificação Memória Aprendizagem Jogos sérios Human anatomy Motivation Gamification Memory Learning Serious games CIENCIAS DA SAUDE::MEDICINA |
title_short |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
title_full |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
title_fullStr |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
title_full_unstemmed |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
title_sort |
Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana |
author |
Vieira, Diogenes Coelho |
author_facet |
Vieira, Diogenes Coelho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cardoso Junior, Aloisio |
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80478395604 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0112472754877872 |
dc.contributor.referee1.fl_str_mv |
Peixoto, Jose Maria |
dc.contributor.referee1ID.fl_str_mv |
49104292634 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5863458866759154 |
dc.contributor.referee2.fl_str_mv |
Santos, Rodrigo Ribeiro dos |
dc.contributor.referee2ID.fl_str_mv |
91252580606 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2565457057115441 |
dc.contributor.authorID.fl_str_mv |
42873975687 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3240403647944831 |
dc.contributor.author.fl_str_mv |
Vieira, Diogenes Coelho |
contributor_str_mv |
Cardoso Junior, Aloisio Peixoto, Jose Maria Santos, Rodrigo Ribeiro dos |
dc.subject.por.fl_str_mv |
Anatomia humana Motivação Gamificação Memória Aprendizagem Jogos sérios |
topic |
Anatomia humana Motivação Gamificação Memória Aprendizagem Jogos sérios Human anatomy Motivation Gamification Memory Learning Serious games CIENCIAS DA SAUDE::MEDICINA |
dc.subject.eng.fl_str_mv |
Human anatomy Motivation Gamification Memory Learning Serious games |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE::MEDICINA |
description |
Introduction: The teaching of Human Anatomy in the first term of medical school is challenging and, occasionally, demotivating, given its high theoretical-practical burden and its distance from clinical practice. Due to its importance for the training of doctors, there has been considerable effort for methodological changes in the last decades, with a view to develop a new teaching-learning process, student-centred and supported by the teacher as a facilitator and mediator in the process. In this context, educators have been seeking after alternatives for new practices. Among them, gamification stands out, which consists in the implementation of fundamental characteristics of games, within an educational setting, which are capable of positively influencing students' motivation, attention, understanding, memorisation, and metacognition, rendering meaningful learning outcomes. Objectives : To evaluate the effects of the inclusion of gamification in laboratory lessons of Human Anatomy in relation to the motivation of medical students in addition to short and long-term memorisation. Methodology: a transversal experimental research with 41 subjects in their first term as medical school students at UNIFENAS-BH, in the first semester of 2019, who were taking the Human Anatomy course. The participants attended a mini class, being subsequently and randomly divided into two groups, one of which proceeded with a traditional laboratory class whereas the other participated in a gamified laboratory class. A card-based game model was used; it was a specific educational game developed to be used for the purpose of this work (ANATOCARD). During the intervention, students were evaluated by doing pre-tests (pre-test, post-test 1, post-test 2 and post-test 3) and by completing an IMMS questionnaire to assess their motivation. Seven days after doing post-test 2, students did post-test 3, without previous notice. Conclusion: An educational game was developed - a gamified educational object - which was named ANATOCARD. The game proved to be useful, making it possible to reach the goals of this research, in addition to being reproducible and inexpensive, which easing its diffusion. In the group where gamification was added, compared to the control group, we observed a higher, statistically significant, motivation level, which was noticeable in all of its dimensions (Attention, Relevance and Satisfaction), not only Trust. Regarding proficiency, results show an adequate correspondence among the effects of gamification, fully comparable to those of the traditional methods of teaching Anatomy. Furthermore, students in the gamification-group showed greater knowledge retention in post-test 3, with statistical significance. Therefore, the results of this work make it possible to conclude using this gamified educational object as a valid alternative for teaching Human Anatomy to medical school students |
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2020 |
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2020-02-14 |
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2021-08-10T18:21:20Z |
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Vieira, Diogenes Coelho. Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana. 2020. 103f. Dissertação (Programa de Mestrado em Ensino em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2020. |
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http://tede2.unifenas.br:8080/jspui/handle/jspui/285 |
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Vieira, Diogenes Coelho. Estudo dos efeitos da gamificação na motivação e na memorização de estudantes de medicina em cenário de prática laboratorial de anatomia humana. 2020. 103f. Dissertação (Programa de Mestrado em Ensino em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2020. |
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