O planejamento de atividades gamificadas a partir de uma abordagem participativa do design instrucional em ambientes virtuais de aprendizagem

• Ano de defesa: 2015
• Autor(a) principal: Alves, Fábio Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Tecnologias da informação e comunicação; Ambientes virtuais de aprendizagem; Gamificação; Codesign; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Information and communication technologies; Virtual learning environments; Gamification
• Link de acesso: http://ri.ufmt.br/handle/1/156

The Virtual Learning Environments (VLE) are technological artifacts understood in this work as systems that bring together several features of information and communication technologies (ICT) focused on teaching-learning processes. Between the resources used in various VLE, there is the use of elements of game design, which emerged from the phenomenon called gamification. In the case of Moodle, the gamification takes place by the use of badges that can be awarded to students as a result of compliance with given condition. Despite the possibility of using gamification in VLE, there’s the need of checking if there is influence of these elements in the activities planning process. The aim of this study is to understand how the game design elements are as mediators between users and Instructional Design (DI) in VLE. This investigation employed a qualitative approach and was characterized as exploratory research, in which were employed, as a data collection method, two experiments. In those experiments were used the method of codesign and DI. The collected data were compared with the literature found, through the technique of triangulation. It was observed that the use of badges in planning educational units had influence on the whole process of creation of activities, although not determinant for the definition of the same. The planned units were permeated by elements of games, encouraging a less conservative approach of DI. In addition, it was observed the emergence of a shared design template of gamified activities between students and teachers in the DI