Gamification and teaching: the dialogue game as an active and innovative didactic strategy

Detalhes bibliográficos
Autor(a) principal: Ausani, Paulo César
Data de Publicação: 2020
Outros Autores: Alves, Marcos Alexandre
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/2736
Resumo: It investigates the contributions of the gamification of the dialogue, in the hermeneutic perspective, and their contributions to education, aiming at the engagement of students, motivating them to open and reflective participation, in the process of promoting active learning. The exploratory and descriptive method was adopted, based on bibliographic research, whose intention was to demonstrate, from the literature and some examples of experiences, the relationship between the hermeneutic dialogue, used as a methodological strategy to awaken the reflective and creative awareness of individuals in the teaching-learning process, and gamification, aimed at engaging and motivating students through the use of mechanics and game-based thinking, offering possibilities for promoting innovative teaching. Finally, it appears that dialogic gamification, as a didactic strategy, puts traditional teaching in question and contributes to the development of active learning.
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spelling Gamification and teaching: the dialogue game as an active and innovative didactic strategyGamificación y enseñanza: el juego de diálogo como una estrategia didáctica activa e innovadoraGamificação e ensino: o jogo dialógico como estratégia didática ativa e inovadoraEnsinoInterpretaçãoLinguagemHermenéuticaInterpretaciónLenguaje.HermeneuticsInterpretationLanguage.It investigates the contributions of the gamification of the dialogue, in the hermeneutic perspective, and their contributions to education, aiming at the engagement of students, motivating them to open and reflective participation, in the process of promoting active learning. The exploratory and descriptive method was adopted, based on bibliographic research, whose intention was to demonstrate, from the literature and some examples of experiences, the relationship between the hermeneutic dialogue, used as a methodological strategy to awaken the reflective and creative awareness of individuals in the teaching-learning process, and gamification, aimed at engaging and motivating students through the use of mechanics and game-based thinking, offering possibilities for promoting innovative teaching. Finally, it appears that dialogic gamification, as a didactic strategy, puts traditional teaching in question and contributes to the development of active learning.Se investiga las contribuciones de la gamificación del diálogo, en la perspectiva hermenéutica, y sus contribuciones a la educación, con el objetivo de involucrar a los estudiantes, motivarlos a una participación abierta y reflexiva, en el proceso de promoción del aprendizaje activo. Se adoptó el método exploratorio y descriptivo, basado en la investigación bibliográfica, cuya intención era demostrar, a partir de la literatura y algunos ejemplos de experiencias, la relación entre el diálogo hermenéutico, utilizada como estrategia metodológica para despertar la conciencia reflexiva y creativa de individuos en el proceso de enseñanza-aprendizaje y gamificación, con el objetivo de involucrar y motivar a los estudiantes mediante el uso de la mecánica y el pensamiento basado en juegos, ofreciendo posibilidades para promover una enseñanza innovadora. Finalmente, parece que la gamificación dialógica, como estrategia didáctica, cuestiona la enseñanza tradicional y contribuye al desarrollo del aprendizaje activo.Investiga-se as contribuições da gamificação do diálogo, na perspectiva hermenêutica, e a suas contribuições para educação. Por meio de um “jogo de perguntas respostas”, propõe-se engajar os discentes, motivando-os à participação aberta e reflexiva, no processo de promoção de uma aprendizagem ativa. Adotou-se o método exploratório e descritivo, com base em pesquisa bibliográfica, cuja intenção foi demonstrar, a partir da literatura e de alguns exemplos de experiências, a relação entre o diálogo hermenêutico, utilizado como estratégia metodológica para despertar a consciência reflexiva e criativa dos indivíduos no processo de ensino-aprendizagem, e a gamificação, direcionada a engajar e a motivar os estudantes por meio da utilização da mecânica e de pensamentos baseados em jogos, oferecendo possibilidades de promoção de um ensino inovador. Enfim, infere-se que a gamificação dialógica, como estratégia didática, coloca em questão o ensino tradicional e contribui para desenvolvimento da aprendizagem ativa.Research, Society and Development2020-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/273610.33448/rsd-v9i6.2736Research, Society and Development; Vol. 9 No. 6; e139962736Research, Society and Development; Vol. 9 Núm. 6; e139962736Research, Society and Development; v. 9 n. 6; e1399627362525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2736/3864Copyright (c) 2020 Paulo César Ausani, Marcos Alexandre Alvesinfo:eu-repo/semantics/openAccessAusani, Paulo CésarAlves, Marcos Alexandre2020-08-20T18:05:46Zoai:ojs.pkp.sfu.ca:article/2736Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:27:12.619461Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Gamification and teaching: the dialogue game as an active and innovative didactic strategy
Gamificación y enseñanza: el juego de diálogo como una estrategia didáctica activa e innovadora
Gamificação e ensino: o jogo dialógico como estratégia didática ativa e inovadora
title Gamification and teaching: the dialogue game as an active and innovative didactic strategy
spellingShingle Gamification and teaching: the dialogue game as an active and innovative didactic strategy
Ausani, Paulo César
Ensino
Interpretação
Linguagem
Hermenéutica
Interpretación
Lenguaje.
Hermeneutics
Interpretation
Language.
title_short Gamification and teaching: the dialogue game as an active and innovative didactic strategy
title_full Gamification and teaching: the dialogue game as an active and innovative didactic strategy
title_fullStr Gamification and teaching: the dialogue game as an active and innovative didactic strategy
title_full_unstemmed Gamification and teaching: the dialogue game as an active and innovative didactic strategy
title_sort Gamification and teaching: the dialogue game as an active and innovative didactic strategy
author Ausani, Paulo César
author_facet Ausani, Paulo César
Alves, Marcos Alexandre
author_role author
author2 Alves, Marcos Alexandre
author2_role author
dc.contributor.author.fl_str_mv Ausani, Paulo César
Alves, Marcos Alexandre
dc.subject.por.fl_str_mv Ensino
Interpretação
Linguagem
Hermenéutica
Interpretación
Lenguaje.
Hermeneutics
Interpretation
Language.
topic Ensino
Interpretação
Linguagem
Hermenéutica
Interpretación
Lenguaje.
Hermeneutics
Interpretation
Language.
description It investigates the contributions of the gamification of the dialogue, in the hermeneutic perspective, and their contributions to education, aiming at the engagement of students, motivating them to open and reflective participation, in the process of promoting active learning. The exploratory and descriptive method was adopted, based on bibliographic research, whose intention was to demonstrate, from the literature and some examples of experiences, the relationship between the hermeneutic dialogue, used as a methodological strategy to awaken the reflective and creative awareness of individuals in the teaching-learning process, and gamification, aimed at engaging and motivating students through the use of mechanics and game-based thinking, offering possibilities for promoting innovative teaching. Finally, it appears that dialogic gamification, as a didactic strategy, puts traditional teaching in question and contributes to the development of active learning.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-20
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/2736
10.33448/rsd-v9i6.2736
url https://rsdjournal.org/index.php/rsd/article/view/2736
identifier_str_mv 10.33448/rsd-v9i6.2736
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/2736/3864
dc.rights.driver.fl_str_mv Copyright (c) 2020 Paulo César Ausani, Marcos Alexandre Alves
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Paulo César Ausani, Marcos Alexandre Alves
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. 6; e139962736
Research, Society and Development; Vol. 9 Núm. 6; e139962736
Research, Society and Development; v. 9 n. 6; e139962736
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
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