Name: | Description: | Size: | Format: | |
---|---|---|---|---|
2.22 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A investigação aqui apresentada surgiu do desejo de explorar práticas pedagógicas que
se diferenciem do método tradicional e permitam um maior envolvimento dos alunos no
processo de aprendizagem, particularmente o uso de elementos do jogo (Gamificação) e de
jogos. O presente relatório pretendeu compreender se a Aprendizagem Baseada em Jogos e a
Gamificação influenciam o processo de Ensino-Aprendizagem da Matemática no 3.º Ciclo do
Ensino Básico. A investigação envolveu dois questionários online, várias atividades de
aprendizagem e observação direta, que permitiram compreender quais as alterações a nível
motivacional e comportamental por parte dos alunos em relação à aprendizagem dos conteúdos
matemáticos quando são utilizados jogos ou elementos dos jogos no processo de Ensino Aprendizagem. Participaram nesta investigação 21 alunos, 12 do sexo masculino e nove do
sexo feminino, com idades compreendidas entre os 13 e os 17 anos. Os resultados indicam que
as metodologias utilizadas possibilitaram um maior envolvimento e motivação dos alunos nas
atividades implementadas. A exploração de diferentes atividades de aprendizagem permitiu
identificar que existe uma especial preferência pelos jogos que recorrem a plataformas digitais,
ao invés dos jogos mais tradicionais.
The research presented here arose from the desire to explore pedagogical practices that differ from the traditional method and allow for greater student involvement in the learning process, particularly in the use of game elements (Gamification) and games. The present report aimed to understand whether Game-Based Learning and Gamification influence the Teaching Learning process of Mathematics in the 3rd Cycle of Basic Education. The research involved two online questionnaires, several learning activities, and direct observation, which allowed us to understand what changes students’ motivational and behavioral changes are regarding the learning of mathematical content when games or game elements are used in the Teaching Learning process. Twenty-one students participated in this investigation, twelve males and nine females, with ages ranging from 13 and 17 years old. The results indicate that the methodologies used enabled a greater involvement and motivation of the students in the implemented activities. The exploration of the different learning activities allowed us to identify that there is a special preference for games that use digital platforms, instead of more traditional games.
The research presented here arose from the desire to explore pedagogical practices that differ from the traditional method and allow for greater student involvement in the learning process, particularly in the use of game elements (Gamification) and games. The present report aimed to understand whether Game-Based Learning and Gamification influence the Teaching Learning process of Mathematics in the 3rd Cycle of Basic Education. The research involved two online questionnaires, several learning activities, and direct observation, which allowed us to understand what changes students’ motivational and behavioral changes are regarding the learning of mathematical content when games or game elements are used in the Teaching Learning process. Twenty-one students participated in this investigation, twelve males and nine females, with ages ranging from 13 and 17 years old. The results indicate that the methodologies used enabled a greater involvement and motivation of the students in the implemented activities. The exploration of the different learning activities allowed us to identify that there is a special preference for games that use digital platforms, instead of more traditional games.
Description
Keywords
Aprendizagem baseada em jogos Gamificação Aprendizagem da matemática Game-based learning Gamification Learning mathematics Ensino da Matemática no 3.º Ciclo do Ensino Básico e Secundário . Faculdade de Ciências Exatas e da Engenharia