Gamification and the development of socio-emotional skills in the classroom
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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/16799 |
Resumo: | The communicative demands of the 21st century is characterized by new technological resources that shape human expressions that are increasingly biased by the enormous informational flow generated by globalizing processes. In this context, there is the young people that, increasingly resignifying new forms of communication, requires new ways of learning. From gamification, social-emotional skills can be developed in the classroom, given that, in the gamification process, the student finds himself in situations where he needs to know how to deal with himself, with the other and with the proposed challenges. As a problem of this research, the question is: what pedagogical gamification strategy can be used for the development of a more significant learning in individuals who build themselves socio-emotionally competent? For this, the objective is to theoretically review the notions about gamification, socio-emotional skills and a responsive and responsible subject, so that it is possible, then, to propose a teaching-learning development strategy based on gamification, through a careful look at development of students' socio-emotional skills. Through a bibliographical, exploratory, qualitative and propositional methodology, this research is based on studies on 1) socio-emotional skills (Del Prette & Del Prette, 2001; Pena, Alves, Primi, 2020); 2) gamification and teaching-learning; and 3) the dialogic-discursive interaction of the responsive and responsible individual (Bakhtin, 2010, 2016). Reflections on the new challenges of teaching and learning today are considered fruitful, through a collaborative pedagogical strategy that raises mental strengthening and socio-emotional development in an interactive activity of active understandings. |
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Gamification and the development of socio-emotional skills in the classroomGamificación y desarrollo de competencias socioemocionales en el aulaA gamificação e o desenvolvimento de competências socioemocionais em sala de aulaCompetencias socioemocionalesGamificaciónEnseñanza-aprendizajeSujeto receptivo y responsable.Socio-emotional skillsGamificationTeaching-learningResponsive and responsible subject.Competências socioemocionaisGamificaçãoEnsino-aprendizagemSujeito responsivo e responsável.The communicative demands of the 21st century is characterized by new technological resources that shape human expressions that are increasingly biased by the enormous informational flow generated by globalizing processes. In this context, there is the young people that, increasingly resignifying new forms of communication, requires new ways of learning. From gamification, social-emotional skills can be developed in the classroom, given that, in the gamification process, the student finds himself in situations where he needs to know how to deal with himself, with the other and with the proposed challenges. As a problem of this research, the question is: what pedagogical gamification strategy can be used for the development of a more significant learning in individuals who build themselves socio-emotionally competent? For this, the objective is to theoretically review the notions about gamification, socio-emotional skills and a responsive and responsible subject, so that it is possible, then, to propose a teaching-learning development strategy based on gamification, through a careful look at development of students' socio-emotional skills. Through a bibliographical, exploratory, qualitative and propositional methodology, this research is based on studies on 1) socio-emotional skills (Del Prette & Del Prette, 2001; Pena, Alves, Primi, 2020); 2) gamification and teaching-learning; and 3) the dialogic-discursive interaction of the responsive and responsible individual (Bakhtin, 2010, 2016). Reflections on the new challenges of teaching and learning today are considered fruitful, through a collaborative pedagogical strategy that raises mental strengthening and socio-emotional development in an interactive activity of active understandings.Las demandas comunicativas del siglo XXI se caracterizan por nuevos recursos tecnológicos que configuran expresiones humanas cada vez más sesgadas por el enorme flujo informativo que generan los procesos globalizadores. En este contexto, está el público joven que, cada vez más resignificando nuevas formas de comunicación, requiere nuevas formas de aprendizaje. A partir de la gamificación se pueden desarrollar competencias socioemocionales en el aula, ya que, en el proceso de gamificación, el alumno se encuentra en situaciones en las que necesita saber enfrentarse a sí mismo, al otro y a los retos propuestos. Como problema de esta investigación, la pregunta es: ¿qué estrategia de gamificación pedagógica se puede utilizar para el desarrollo de un aprendizaje más significativo en individuos que se construyen socioemocionalmente competentes? Para ello, el objetivo es revisar teóricamente las nociones sobre gamificación, competencias socioemocionales y un sujeto receptivo y responsable, para que sea posible, entonces, proponer una estrategia de desarrollo de enseñanza-aprendizaje basada en la gamificación, a través de una atenta mirada a desarrollo de las competencias socioemocionales de los estudiantes. Mediante una metodología bibliográfica, exploratoria, cualitativa y proposicional, esta investigación se basa en estudios sobre 1) competencias socioemocionales (Del Prette & Del Prette, 2001; Pena, Alves, Primi, 2020); 2) gamificación y enseñanza-aprendizaje; y 3) la interacción dialógico-discursiva del individuo receptivo y responsable (Bakhtin, 2010, 2016). Las reflexiones sobre los nuevos desafíos de la enseñanza y el aprendizaje en la actualidad se consideran fructíferas, a través de una estrategia pedagógica colaborativa que plantea el fortalecimiento mental y el desarrollo socioemocional en una actividad interactiva de entendimientos activos.As demandas comunicativas do século XXI caracterizam-se pelos novos recursos tecnológicos que dão forma às expressões humanas cada vez mais enviesadas pelo enorme fluxo informacional suscitado pelos processos globalizantes. Nesse contexto, encontra-se o público jovem que, ressignificando cada vez mais as novas formas de comunicação, requer novos modos de aprender. A partir da gamificação, competências socioemocionais podem ser desenvolvidas em sala de aula, posto que, no processo de gamificação, o estudante vê-se em situações em que precisa saber lidar consigo, com o outro e com os desafios propostos. Como problemática desta pesquisa, questiona-se: que estratégia gamificadora pedagógica pode ser utilizada para o desenvolvimento de uma aprendizagem mais significativa em indivíduos que se constroem socioemocionalmente competentes? Para isso, objetiva-se revisar teoricamente as noções sobre gamificação, competências socioemocionais e sujeito responsivo e responsável, para que seja possível, então, propor uma estratégia de desenvolvimento do ensino-aprendizagem a partir da gamificação, por meio de um olhar atento ao desenvolvimento de competências socioemocionais dos estudantes. Por meio de uma metodologia bibliográfica, exploratória, qualitativa e propositiva, esta pesquisa fundamenta-se em estudos sobre 1) competências socioemocionais (Del Prette & Del Prette, 2001; Pena, Alves, Primi, 2020); 2) gamificação e ensino-aprendizagem; e 3) a interação dialógico-discursiva do indivíduo responsivo e responsável (Bakhtin, 2010, 2016). Consideram-se profícuas as reflexões sobre os novos desafios do ensino-aprendizagem hoje, através de uma estratégia pedagógica colaborativa que suscita o fortalecimento mental e o desenvolvimento socioemocional em atividade interativa de compreensões ativas.Research, Society and Development2021-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1679910.33448/rsd-v10i7.16799Research, Society and Development; Vol. 10 No. 7; e45110716799Research, Society and Development; Vol. 10 Núm. 7; e45110716799Research, Society and Development; v. 10 n. 7; e451107167992525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/16799/14722Copyright (c) 2021 Tulio Augusto Andrade Oliveira; Karol Costa Guedes; Kylven Costa Guedes; Karen Guedes Oliveirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessOliveira, Tulio Augusto AndradeGuedes, Karol CostaGuedes, Kylven CostaOliveira, Karen Guedes2021-07-18T21:07:03Zoai:ojs.pkp.sfu.ca:article/16799Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:15.445752Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Gamification and the development of socio-emotional skills in the classroom Gamificación y desarrollo de competencias socioemocionales en el aula A gamificação e o desenvolvimento de competências socioemocionais em sala de aula |
title |
Gamification and the development of socio-emotional skills in the classroom |
spellingShingle |
Gamification and the development of socio-emotional skills in the classroom Oliveira, Tulio Augusto Andrade Competencias socioemocionales Gamificación Enseñanza-aprendizaje Sujeto receptivo y responsable. Socio-emotional skills Gamification Teaching-learning Responsive and responsible subject. Competências socioemocionais Gamificação Ensino-aprendizagem Sujeito responsivo e responsável. |
title_short |
Gamification and the development of socio-emotional skills in the classroom |
title_full |
Gamification and the development of socio-emotional skills in the classroom |
title_fullStr |
Gamification and the development of socio-emotional skills in the classroom |
title_full_unstemmed |
Gamification and the development of socio-emotional skills in the classroom |
title_sort |
Gamification and the development of socio-emotional skills in the classroom |
author |
Oliveira, Tulio Augusto Andrade |
author_facet |
Oliveira, Tulio Augusto Andrade Guedes, Karol Costa Guedes, Kylven Costa Oliveira, Karen Guedes |
author_role |
author |
author2 |
Guedes, Karol Costa Guedes, Kylven Costa Oliveira, Karen Guedes |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Oliveira, Tulio Augusto Andrade Guedes, Karol Costa Guedes, Kylven Costa Oliveira, Karen Guedes |
dc.subject.por.fl_str_mv |
Competencias socioemocionales Gamificación Enseñanza-aprendizaje Sujeto receptivo y responsable. Socio-emotional skills Gamification Teaching-learning Responsive and responsible subject. Competências socioemocionais Gamificação Ensino-aprendizagem Sujeito responsivo e responsável. |
topic |
Competencias socioemocionales Gamificación Enseñanza-aprendizaje Sujeto receptivo y responsable. Socio-emotional skills Gamification Teaching-learning Responsive and responsible subject. Competências socioemocionais Gamificação Ensino-aprendizagem Sujeito responsivo e responsável. |
description |
The communicative demands of the 21st century is characterized by new technological resources that shape human expressions that are increasingly biased by the enormous informational flow generated by globalizing processes. In this context, there is the young people that, increasingly resignifying new forms of communication, requires new ways of learning. From gamification, social-emotional skills can be developed in the classroom, given that, in the gamification process, the student finds himself in situations where he needs to know how to deal with himself, with the other and with the proposed challenges. As a problem of this research, the question is: what pedagogical gamification strategy can be used for the development of a more significant learning in individuals who build themselves socio-emotionally competent? For this, the objective is to theoretically review the notions about gamification, socio-emotional skills and a responsive and responsible subject, so that it is possible, then, to propose a teaching-learning development strategy based on gamification, through a careful look at development of students' socio-emotional skills. Through a bibliographical, exploratory, qualitative and propositional methodology, this research is based on studies on 1) socio-emotional skills (Del Prette & Del Prette, 2001; Pena, Alves, Primi, 2020); 2) gamification and teaching-learning; and 3) the dialogic-discursive interaction of the responsive and responsible individual (Bakhtin, 2010, 2016). Reflections on the new challenges of teaching and learning today are considered fruitful, through a collaborative pedagogical strategy that raises mental strengthening and socio-emotional development in an interactive activity of active understandings. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-19 |
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/16799 10.33448/rsd-v10i7.16799 |
url |
https://rsdjournal.org/index.php/rsd/article/view/16799 |
identifier_str_mv |
10.33448/rsd-v10i7.16799 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/16799/14722 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
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. 10 No. 7; e45110716799 Research, Society and Development; Vol. 10 Núm. 7; e45110716799 Research, Society and Development; v. 10 n. 7; e45110716799 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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1797052786349703168 |