Gamification: report of application of the methodology in urban and regional planning
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/3649 |
Resumo: | Gamification consists of involving game mechanisms in teaching with the aim of producing more student engagement in task production. Attentive to this, it was used, in Architecture and Urbanism course, in the Urban and Regional Planning course, the Gamification to deal with part or the course content. The game was developed from a didactic experience proposed and published by Silva et al. (2016). From that experience, adaptations were made to effectively mark the activity as a game. The game named “Producing agents of the city” aimed to present to the students how city agents are diverse and how they directly interfere in their construction, explaining how public and private interests divergent mold the urban space. For this purpose, it was elaborated script, characterization, currency printing and a base map for the insertion of information. Thus, the teams are agents, each one with their goal to be achieved through negotiation with the others, always drawing up an action plan based on bibliographic researches. At the end, questions related to the issues were applied to verify the effective learning and related to the methodology. Analyzing the answers, it was possible to observe that the experience was positive, because students, from the moment they are competing, they feel more motivated to research and participate in class; however, they felt difficulty in answering content matters, because, eventually, they did not make enough research to support the game. |
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Gamification: report of application of the methodology in urban and regional planningGamificación: relato de aplicación de la metodología en planificación urbano e regionalGameficação: relato de aplicação da metodologia em planejamento urbano e regionalGameficaçãoPlanejamento urbano e regionalAprendizagem ativa.GamificaciónPlanificación urbana y regionalAprendizaje activo.GamificationUrban and regional planningActive learning.Gamification consists of involving game mechanisms in teaching with the aim of producing more student engagement in task production. Attentive to this, it was used, in Architecture and Urbanism course, in the Urban and Regional Planning course, the Gamification to deal with part or the course content. The game was developed from a didactic experience proposed and published by Silva et al. (2016). From that experience, adaptations were made to effectively mark the activity as a game. The game named “Producing agents of the city” aimed to present to the students how city agents are diverse and how they directly interfere in their construction, explaining how public and private interests divergent mold the urban space. For this purpose, it was elaborated script, characterization, currency printing and a base map for the insertion of information. Thus, the teams are agents, each one with their goal to be achieved through negotiation with the others, always drawing up an action plan based on bibliographic researches. At the end, questions related to the issues were applied to verify the effective learning and related to the methodology. Analyzing the answers, it was possible to observe that the experience was positive, because students, from the moment they are competing, they feel more motivated to research and participate in class; however, they felt difficulty in answering content matters, because, eventually, they did not make enough research to support the game.La gamificación consiste en involucrar mecanismos de juegos en la enseñanza con el objectivo de producir más participación estudiantil en la producción de tareas. Atento a esto, se utilizó, en el curso de Arquitectura y Urbanismo, en la disciplina de Planificación Urbana Y Regional, la Gamificación para tratar de parte del contenido de curso. El juego fue elaborado a partir de una experiencia didáctica propuesta y publicada por Silva et al. (2016). De esa experiencia, se hicieron adaptaciones para que la actividad se caracterice efectivamente como un juego. El juego llamado “Agentes productores de la ciudad” tenía como objectivo presentar a los estudiantes cómo los agentes de la ciudad son distintos y interfieren en su construcción, haciendo explícito cómo los intereses públicos y privados divergentes dan forma al espacio urbano. Para eso, se elaboró un guion, caracterización, impresión de moneda y mapa base para la inserción de información. De esta forma, los equipos son los agentes, cada uno con su objectivo a alcanzar a través de negociaciones con otros, siempre elaborando un plan de acción fundamentado en búsqueda bibliográfica. Al final, se aplicaron las preguntas relacionadas con el contenido para verificar el aprendizaje efectivo y relacionado con la metodología. Analizando las respuestas, fue posible observar que la experiencia fue positiva, ya que los alumnos, desde el momento en que compiten, se sienten más motivados para investigar y participar en clase; sin embargo, sintieron dificultad para responder las preguntas de contenido, porque, a veces, no hicieron investiga lo suficiente para construir sobre el juego.A Gameficação consiste em envolver mecanismos de jogos no ensino com o intuito de produzir mais engajamento no aluno na produção de tarefas. Atentos a isso, foi utilizada, no curso de Arquitetura e Urbanismo, na disciplina de Planejamento Urbano e Regional, a Gameficação para tratar de parte do conteúdo da disciplina. Objetiva-se, assim, neste artigo, analisar a aceitação dos alunos com relação a essa metodologia. O game foi elaborado a partir de uma experiência didática proposta e publicado por Silva et al. (2016). A partir dessa experiência, foram feitas adaptações para que efetivamente se caracterize uma atividade como sendo um game. O jogo chamado de “Agentes produtores da cidade” objetivou apresentar aos alunos como os agentes da cidade são diversos e interferem diretamente na sua construção, explicitando como interesses públicos e privados divergentes moldam o espaço urbano. Para tanto, elaborou-se roteiro, caracterização, impressão de moeda e mapa base para inserção das informações. Assim, as equipes são os agentes, cada um com o seu objetivo a ser alcançado por meio de negociação com os demais, sempre elaborando um plano de ação embasado em pesquisas bibliográficas. Ao final, foram aplicadas questões relativas ao conteúdo, para verificar o aprendizado efetivo e relativas a metodologia. Analisando as respostas, foi possível observar que a experiência foi positiva, pois os alunos, a partir do momento que estão competindo, sentem-se mais motivados a pesquisar e participar da aula; no entanto, sentiram dificuldade de responder as questões conteudistas, pois, em alguns momentos, não fizeram pesquisa o suficiente para se embasar no jogo.Research, Society and Development2020-05-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/364910.33448/rsd-v9i7.3649Research, Society and Development; Vol. 9 No. 7; e426973649Research, Society and Development; Vol. 9 Núm. 7; e426973649Research, Society and Development; v. 9 n. 7; e4269736492525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/3649/3578Copyright (c) 2020 Fernanda Cota Trindade, Glaucio Luciano Araujo, Reginaldo Adriano de Souza, Rita de Cássia Martins Oliveira Ventura, Andréia Almeida Mendes, Humberto Vinício Altino Filhoinfo:eu-repo/semantics/openAccessTrindade, Fernanda CotaAraujo, Glaucio LucianoSouza, Reginaldo Adriano deVentura, Rita de Cássia Martins OliveiraMendes, Andréia AlmeidaAltino Filho, Humberto Vinício2020-08-20T18:05:03Zoai:ojs.pkp.sfu.ca:article/3649Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:46.734908Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Gamification: report of application of the methodology in urban and regional planning Gamificación: relato de aplicación de la metodología en planificación urbano e regional Gameficação: relato de aplicação da metodologia em planejamento urbano e regional |
title |
Gamification: report of application of the methodology in urban and regional planning |
spellingShingle |
Gamification: report of application of the methodology in urban and regional planning Trindade, Fernanda Cota Gameficação Planejamento urbano e regional Aprendizagem ativa. Gamificación Planificación urbana y regional Aprendizaje activo. Gamification Urban and regional planning Active learning. |
title_short |
Gamification: report of application of the methodology in urban and regional planning |
title_full |
Gamification: report of application of the methodology in urban and regional planning |
title_fullStr |
Gamification: report of application of the methodology in urban and regional planning |
title_full_unstemmed |
Gamification: report of application of the methodology in urban and regional planning |
title_sort |
Gamification: report of application of the methodology in urban and regional planning |
author |
Trindade, Fernanda Cota |
author_facet |
Trindade, Fernanda Cota Araujo, Glaucio Luciano Souza, Reginaldo Adriano de Ventura, Rita de Cássia Martins Oliveira Mendes, Andréia Almeida Altino Filho, Humberto Vinício |
author_role |
author |
author2 |
Araujo, Glaucio Luciano Souza, Reginaldo Adriano de Ventura, Rita de Cássia Martins Oliveira Mendes, Andréia Almeida Altino Filho, Humberto Vinício |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Trindade, Fernanda Cota Araujo, Glaucio Luciano Souza, Reginaldo Adriano de Ventura, Rita de Cássia Martins Oliveira Mendes, Andréia Almeida Altino Filho, Humberto Vinício |
dc.subject.por.fl_str_mv |
Gameficação Planejamento urbano e regional Aprendizagem ativa. Gamificación Planificación urbana y regional Aprendizaje activo. Gamification Urban and regional planning Active learning. |
topic |
Gameficação Planejamento urbano e regional Aprendizagem ativa. Gamificación Planificación urbana y regional Aprendizaje activo. Gamification Urban and regional planning Active learning. |
description |
Gamification consists of involving game mechanisms in teaching with the aim of producing more student engagement in task production. Attentive to this, it was used, in Architecture and Urbanism course, in the Urban and Regional Planning course, the Gamification to deal with part or the course content. The game was developed from a didactic experience proposed and published by Silva et al. (2016). From that experience, adaptations were made to effectively mark the activity as a game. The game named “Producing agents of the city” aimed to present to the students how city agents are diverse and how they directly interfere in their construction, explaining how public and private interests divergent mold the urban space. For this purpose, it was elaborated script, characterization, currency printing and a base map for the insertion of information. Thus, the teams are agents, each one with their goal to be achieved through negotiation with the others, always drawing up an action plan based on bibliographic researches. At the end, questions related to the issues were applied to verify the effective learning and related to the methodology. Analyzing the answers, it was possible to observe that the experience was positive, because students, from the moment they are competing, they feel more motivated to research and participate in class; however, they felt difficulty in answering content matters, because, eventually, they did not make enough research to support the game. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-05-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/3649 10.33448/rsd-v9i7.3649 |
url |
https://rsdjournal.org/index.php/rsd/article/view/3649 |
identifier_str_mv |
10.33448/rsd-v9i7.3649 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/3649/3578 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 7; e426973649 Research, Society and Development; Vol. 9 Núm. 7; e426973649 Research, Society and Development; v. 9 n. 7; e426973649 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
_version_ |
1797052648244903936 |