Design de games para a aprendizagem: análise das contribuições dos estudantes da educação profissional

• Ano de defesa: 2021
• Autor(a) principal: Guazzelli, Dalva Célia Henriques Rocha
• Orientador(a): Terçariol, Adriana Aparecida de Lima
• Banca de defesa: Terçariol, Adriana Aparecida de Lima , Fusaro, Márcia do Carmo Felismino , Teixeira, Rosiley Aparecida , Constantino, Paulo Roberto Prado , Gitahy, Raquel Rosan Christino
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: design de games; aprendizagem baseada em jogos; jogos na educação; gamificação; educação profissional
• Palavras-chave em Inglês: game design; games-based learning; games in education; gamification; professional education
• Palavras-chave em Espanhol: diseño de juegos; aprendizaje basado en juegos; juegos en educación; gamificación; educación profesional
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3278

The game design area has been growing potentially due to the current technological possibilities and bringing with it the respective use also in the educational area. This research aimed to analyze the contributions of game design for learning, developed by students of the 1st module of the Technical Course in Systems Development of a State Technical School, during the classes of the curricular components of "Web Programming I" and "Digital Design", during the 2nd semester of 2019. The students participated in a game design project, in groups, from the prototype to the final implementation, in order to contribute to the learning of technological content, creating more possibilities in the teaching methodologies of the Technical Course in Systems Development. Thus, it was analyzed from some issues raised, the contributions of students in the design of games for learning, as a tool to support pedagogical practices, in the appropriation of knowledge, bringing innovative practices to the classroom. The main theoretical references that supported the research in the deepening of the theme “games in education” were: Mattar (2010, 2017), Santaella (2003a, 2003b, 2004, 2013), Prensky (2001, 2012), Alves (2013, 2014), Cruz and Ramos (2018), Gee (2009) and Kishimoto (2010). To base the pedagogical practices, the authors counted on the authors Freire (1978, 2000, 2013), Gimeno Sacristán (2020) and Perrenoud (1993, 2013), among others. First, a questionnaire with closed questions was applied, to survey the best content to be addressed in the games, as well as to identify the profile of the students. Secondly, the same group of students participated in a gamified class, in which a digital game was developed, developed by the researcher, to approach the contents of the curricular component, and after participating in the game, each group answered an open question about the class experience. From gamification, students started the game design project. In this stage, a qualitative questionnaire was used, with open questions, seeking to analyze the student's performance as protagonist in the design of games for learning, as well as the challenges and potentialities that the methodology covered when applied. In the last stage, one of the games developed by the groups of students of 2019 was chosen and applied with the subsequent class of the same course in mid-2020, as a tool for the pedagogical practices of the curricular component “Web Programming I”. Then, each student was asked to complete an open questionnaire with their perceptions of the methodology used. Finally, Content Analysis was carried out in the light of Franco (2008) and Severino (2007), emphasizing the categories and units of analysis in order to deepen the concepts of this approach. The main results achieved showed that in the game design process, students are promoted to realize their role as protagonists in the learning and in the sharing of content, emphasizing their importance in pedagogical practices.