A estratégia ativa da gamificação e a motivação para leitura no componente curricular da Língua Portuguesa.

• Ano de defesa: 2023
• Autor(a) principal: NAKASHIMA, Edna Guedes
• Orientador(a): Gitahy, Raquel Rosan Christino
• Banca de defesa: Terçariol, Adriana Aparecida de Lima , Murgo, Camélia Santina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Gamificação; Leitura; Língua Portuguesa; Motivação; Educação Básica; Reading; Portuguese language; Motivation; Basic education
• Palavras-chave em Inglês: Gamification
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1499

The present dissertation was developed in the “Training and action of the teaching professional and educational practices” research line of the Graduate Program in Education of the Universidade do Oeste Paulista in Presidente Prudente (SP). The general objective of the research was to build and evaluate an active gamification strategy in the motivation of reading in the curricular component of the Portuguese language. It has as specific objectives to know the technological and gamer profile of students; understand the intrinsic and extrinsic motivations and possible students’ demotivations for reading; and to analyze students' motivation and flow state during the reading gamification process. The research had a qualitative approach, of the intervention type, involving a class of 26 students from the 4th year of Elementary School from a unit of the public educational sistem in a small municipality in the interior of São Paulo State. In the data collection, a questionnaire was initially used to understand the technological profile – the access technology and the connection period – and the gamer profile of the students – to understand if they liked to play, compete and earn rewards. Then, a focus group was held in order to understand the intrinsic and extrinsic motivations and possible demotivations in the teaching-learning process of students regarding reading. With the data from the questionnaire and the focus group, the researcher built and applied an active gamification strategy for reading. During the gamification process, interaction, collaboration, student reactions and ways of solving challenges were observed and recorded in field notes. Documents produced by students during gamification were also used in the analysis. At the end, a post-gamification focus group was held with the participants in order to assess the motivation and Flow state experienced during the gamification process of reading. From the data analysis, two categories of analysis were created: (1) Elements of gamification and the motivation for reading; and (2) Flow state during reading gamification. The results showed that the use of gamer elements in the strategy developed student engagement and advancement in reading skills. Participants stated how interesting and fun it was to learn with gamification, and that they had never seen the time goes by so quickly during activities. The Flow state was aligned with the engagement in the feeling of momentary pleasure with challenges in reading, validating the dynamic balance of students in relation to the pleasure they felt during immersion in the activity, enabling satisfaction in the learning process.