Experiência Gamificada na Aula Remota de Matemática com a Plataforma Quizizz
Palabras clave:
Quizizz, Experiência gamificada, Plataforma, Aula remota, Avaliação formativa![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
Perante a uma nova realidade de aula remota, os professores estão cada vez mais buscando utilizar metodologias ativas, como por exemplo a gamificação, para tornar suas aulas remotas mais atrativas e mais participativas. Nesse cenário, cresce a utilização de recursos educacionais abertos para apoiar o ensino e a aprendizagem, com diversas opções para enriquecer essa interação online. A investigação ocorreu durante as aulas remotas da disciplina matemática com estudantes de uma escola pública brasileira, por meio da plataforma gamificada Quizizz, através de avaliações formativas para revisar os conteúdos de funções. A metodologia empregada teve uma abordagem mista, através de Design-Based Research, em três fases, com duas iterações realizadas. No intuito de contribuir para o professor proporcionar uma experiência gamificada nas aulas remotas, foi desenvolvido um roteiro de exploração do recurso educacional aberto Quizizz. Dentre os resultados encontrados, 89,1% dos estudantes afirmaram que participam das aulas quando tem uma atividade gamificada e 93,5% dos estudantes estão motivados em realizar suas atividades na plataforma Quizizz. Os professores podem beneficiar-se desse formato mais dinâmico e divertido do Quizizz para criar uma experiência gamificada por meio de uma avaliação formativa, com o potencial para aumentar o engajamento e o desempenho escolar.
Descargas
Citas
Amado, J. (2014). Manual de investigação qualitativa em educação. Coimbra University Press. https://doi.org/10.14195/978-989-26-0879-2
Amiel, T. e Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Journal of Educational Technology & Society, 11(4), 29-40.
Areed, M. F., Amasha, M. A., Abougalala, R. A., Alkhalaf, S. e Khairy, D. (2021). Developing gamification e-quizzes based on an android app: the impact of asynchronous form. Education and Information Technologies, 26, 4857-4878. https://doi.org/10.1007/s10639-021-10469-4
Bakker, A. e Van Eerde, D. (2015). An introduction to design-based research with an example from statistics education. En VVAA. (Eds.), Approaches to qualitative research in mathematics education (pp. 429-466). Springer. https://doi.org/10.1007/978-94-017-9181-6_16
Black, P. e Wiliam, D. (2009). Developing the theory of formative assessment. Journal of Personnel Evaluation in Education, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
Bullón, J. J., Encinas, A. H., Sánchez, M. J. S. e Martínez, V. G. (2018). Analysis of student feedback when using gamification tools in math subjects. En VVAA. (Eds.), 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1818-1823). IEEE. https://doi.org/10.1109/EDUCON.2018.8363455
Burke, B. (2015). Gamificar: Como a gamificação motiva as pessoas a fazerem coisas extraordinárias. DVS Editora.
Cardullo, V., Wang, C. H., Burton, M. e Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Journal of Research in Innovative Teaching & Learning, 14(1), 32-45. https://doi.org/10.1108/JRIT-10-2020-0055
Chaiyo, Y. e Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. En VVAA. (Eds.), 2017 International Conference on Digital Arts, Media and Technology (pp. 178-182). IEEE. https://doi.org/10.1109/ICDAMT.2017.7904957
Cohen, L., Manion, L. e Morrison, K. (2018). Research methods in education. Routledge.
Crick, T., Knight, C., Watermeyer, R. e Goodall, J. (2020). The impact of Covid-19 and “Emergency remote teaching” on the UK computer science education community. En VVAA. (Eds.), United Kingdom & Ireland computing education research conference (pp. 31-37). ACM Digital Library. https://doi.org/10.1145/3416465.3416472
Deterding, S., Sicart, M., Nacke, L., O'Hara, K. e Dixon, D. (2011). Gamification. Using game-design elements in non-gaming contexts. En VVAA (Eds.), CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428). ACM Digital Library. https://doi.org/10.1145/1979742.1979575
Dumford, A. D. e Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. https://doi.org/10.1007/s12528-018-9179-z
Engelbrecht, J., Llinares, S. e Borba, M. C. (2020). Transformation of the mathematics classroom with the internet. ZDM-Mathematics Education, 52, 825-841. https://doi.org/10.1007/s11858-020-01176-4
Fi? Erümit, S. (2021). The distance education process in K-12 schools during the pandemic period: Evaluation of implementations in Turkey from the student perspective. Technology, Pedagogy and Education, 30(1), 1-20. https://doi.org/10.1080/1475939X.2020.1856178
Fotaris, P., Mastoras, T., Leinfellner, R. e Rosunally, Y. (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class. Electronic Journal of e-learning, 14(2), 94-110.
García-López, R. I., Salazar, O. C., Ramírez-Montoya, M. S. e Tenorio-Sepúlveda, G. C. (2017). Competencies for production, search, diffusion and mobilization of open educational resources. International Education Studies, 10(4), 78-89. https://doi.org/10.5539/ies.v10n4p78
Göksün, D. O. e Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29. https://doi.org/10.1016/j.compedu.2019.02.015
Hamari, J. (2017). Do badges increase user activity? A field experiment on the effects of gamification. Computers in Human Behavior, 71, 469-478. https://doi.org/10.1016/j.chb.2015.03.036
Handoko, W., Mizkat, E., Nasution, A. e Eska, J. (2021). Gamification in learning using quizizz application as assessment tools. Journal of Physics: Conference Series, 1783(1), 012111. https://doi.org/10.1088/1742-6596/1783/1/012111
Hanus, M. D. e Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hassan, M. A., Habiba, U., Majeed, F. e Shoaib, M. (2019). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545-565. https://doi.org/10.1080/10494820.2019.1588745
Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573-590. https://doi.org/10.1007/s11423-01
Hossein-Mohand, H., Gómez-García, M., Trujillo-Torres, J. M., Hossein-Mohand, H. e Boumadan-Hamed, M. (2021). Uses and resources of technologies by mathematics students prior to Covid-19. Sustainability, 13(4), 1630. https://doi.org/10.3390/su13041630
Huang, B., Hew, K. F. e Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. https://doi.org/10.1080/10494820.2018.1495653
Kang, B. (2021). How the Covid-19 pandemic is reshaping the education service. The Future of Service Post-Covid-19 Pandemic, 1(2), 15-36. https://doi.org/10.1007/978-981-33-4126-5_2
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
Lee, J. J. e Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 1-5.
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R. e Loyens, S. (2021). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 236-255. https://doi.org/10.1080/02602938.2020.1765228
Mekler, E. D., Brühlmann, F., Tuch, A. N. e Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048
Mullins, J. K. e Sabherwal, R. (2020). Gamification: A cognitive-emotional view. Journal of Business Research, 106, 304-314. https://doi.org/10.1016/j.jbusres.2018.09.023
Nunes, P. S., Nascimento, M., Catarino, P. e Afonso, P. J. M. (2020). Fatores que influenciam o uso de software educativo no ensino de matemática. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(3), 113-129. https://doi.org/10.15366/reice2020.18.3.006
Prensky, M. (2012). Aprendizagem baseada em jogos digitais. Senac.
Raju, R., Bhat, S., Bhat, S., D’Souza, R. e Singh, A. B. (2021). Effective usage of gamification techniques to boost student engagement. Journal of Engineering Education Transformations, 34, 713-717. https://doi.org/10.16920/jeet/2021/v34i0/157171
Razali, N., Nasir, N. A., Ismail, M. E., Sari, N. M. e Salleh, K. M. (2020, September). Gamification elements in quizizz applications: Evaluating the impact on intrinsic and extrinsic student’s motivation. Conference Series: Materials Science and Engineering, 917(1), 012024. https://doi.org/10.1088/1757-899X/917/1/012024
Romero-Peláez, A., Segarra-Faggioni, V., Piedra, N. e Tovar, E. (2019). A proposal of quality assessment of oer based on emergent technology. En VVAA. (Eds.), 2019 IEEE Global Engineering Education Conference (EDUCON) (pp. 1114-1119). IEEE. https://doi.org/10.1109/EDUCON.2019.8725067
Tang, H. (2021). Implementing open educational resources in digital education. Educational Technology Research and Development, 69(1), 389-392. https://doi.org/10.1007/s11423-020-09879-x
Tatarczak, A. e M?drek, M. (2017). Educational experience in teaching mathematics online: A case study on the implementation of GeoGebra in an interactive learning environment. Research Studies, 6, 5416-5424. https://doi.org/10.21125/inted.2017.1262
Tirado-Olivares, S., González-Calero, J. A., Cózar-Gutiérrez, R. e Toledano, R. M. (2021). Gamificando la evaluación: Una alternativa a la evaluación tradicional en educación primaria. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 125-143. https://doi.org/10.15366/reice2021.19.4.008
Toquero, C. M. (2021). Emergency remote education experiment amid Covid-19 pandemic. IJERI. International Journal of Educational Research and Innovation, 15, 162-176. https://doi.org/10.46661/ijeri.5113
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227. https://doi.org/10.1016/j.compedu.2014.11.004
Wang, F. e Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
Zainuddin, Z., Chu, S. K. W., Shujahat, M. e Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326