Preferência por procedimentos de ensino gamificados e aprendizagem inicial da leitura

Leonardo Brandão Marques, Deisy das Graças de Souza, Dione Cavalcante Monteiro

Resumo


O uso de elementos do design de programas informatizados de ensino e avaliação da leitura pode ter sua eficácia avaliada em procedimentos quase- experimentais. Para tal, um currículo extensamente testado no ensino de relações comportamentais necessárias para a aquisição de leitura foi aplicado para crianças do ensino infantil em duas versões distintas, uma gamificada e outra não-gamificada. Um procedimento estruturado de escola foi utilizado para avaliar a preferência dos estudantes entre essas duas condições de ensino. A aprendizagem das crianças que apresentaram preferência pela condição gamificada foi mais eficiente, em termos de redução de repetições de blocos de ensino e transferência do engajamento espontâneo para uma tarefa de ensino não-gamificada.


Texto completo:

PDF

Referências


BARENDREGT, W., & BEKKER, T. M., 2011. The influence of the level of free-choice learning activities on the use of an educational computer game. Serious Games, 56(1), 80–90. https://doi.org/10.1016/j.compedu.2010.08.018.

BERNSTEIN, Daniel J.; MICHAEL, Renee L. The Utility of Verbal and Behavioral Assessments of Value. Journal of the Experimental Analysis of Behavior, v. 54, n. 3, p. 173–184, 1990.

BRANDT, Julie A. Ackerlund; DOZIER, Claudia L.; JUANICO, Jessica Foster; et al. The value of choice as a reinforcer for typically developing children. Journal of Applied Behavior Analysis, v. 48, n. 2, p. 344–362, 2015.

CAPOBIANCO, D.; ORLANDO, A. F.; BELA, R. E.; et al. Gerenciador de ensino individualizado por computador (GEIC) [Computerized manager of individualized teaching]. São Carlos, SP: [s.n.], 2009. Disponível em: .

CORDIOLI, R. B. R. Linha de base cumulativa e sistema de conseqüências no ensino informatizado de leitura. Dissertação, Programa de Pós-Graduação em Educação Especial. Universidade Federal de São Carlos (UFSCar), São Carlos, SP, 2009.

CORDOVA, D. I., & LEPPER, M. R., 1996. Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730. https://doi.org/10.1037/0022-0663.88.4.715

COURY SILVEIRA, Carolina; DOMENICONI, Camila; CORDEIRO CALCAGNO, Solange; et al.

Repertório básico de leitura e escrita em escolas brasileiras com baixa avaliação do ensino fundamental. Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, v. 24, n. 4, 2016. Disponível em: . Acesso em: 17 jul. 2017.

DELEON, I G; IWATA, B A. Evaluation of a multiple- stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, v. 29, n. 4, p. 519–533, 1996.

DE ROSE, J; DE SOUZA, D; HANNA, ES. Teaching Reading And Spelling: Exclusion And Stimulus Equivalence. Journal of Applied Behavior Analysis, v. 29, n. 4, p. 451–469, 1996.

DE SOUZA, Deisy G.; DE ROSE, Julio C.; FALEIROS, Thais C.; et al. Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil. International Journal of Psychology and Psychological Therapy, v. 9, n. 1, p. 19–44, 2009.

DECI, E. L., & RYAN, R. M., 2008. Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182– 185. https://doi.org/10.1037/a0012801.

DIXON, L S. The nature of control by spoken words over visual stimulus selection. Journal of the Experimental Analysis of Behavior, v. 27, n. 3, p. 433–442, 1977.

DOZIER, C. L., VOLLMER, T. R., BORRERO, J. C., BORRERO, C. S., RAPP, J. T., BOURRET, J., &

GUTIERREZ, A., 2007. Assessment of preference for behavioral treatment versus baseline conditions. Behavioral Interventions, 22(3), 245–261. https://doi.org/10.1002/bin.241

Entertainment Software Association. 2015. Essential Facts about the Computer and Video Game Industry. Washington, DC, USA.

FINDLEY, Jack D. Preference and Switching under Concurrent Scheduling. Journal of the Experimental Analysis of Behavior, v. 1, n. 2, p. 123–144, 1958.

FISHER, W., PIAZZA, C. C., BOWMAN, L. G., HAGOPIAN, L. P., OWENS, J. C., & SLEVIN, I., 1992. A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25(2), 491–498. https://doi.org/10.1901/jaba.1992.25-491

FLESHLER, M., & HOFFMAN, H. S., 1962. A progression for generating variable-interval schedules. Journal of the Experimental Analysis of Behavior, 5(4), 529.

GIRARD, C., ECALLE, J., & MAGNAN, A., 2013. Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207– 219. https://doi.org/10.1111/j.1365- 2729.2012.00489.x

HAGOPIAN, L. P., LONG, E. S., & RUSH, K. S., 2004. Preference Assessment Procedures for Individuals with Developmental Disabilities. Behavior Modification, 28(5), 668–677. https://doi.org/10.1177/0145445503259836

HANUS, M. D., & 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

HIGBEE, T. S., CARR, J. E., & HARRISON, C. D., 1999. The effects of pictorial versus tangible stimuli in stimulus-preference assessments. Research in Developmental Disabilities, 20(1), 63–72. https://doi.org/10.1016/S0891-4222(98)00032-8

IWATA, B. A., SMITH, R. G., & MICHAEL, J., 2000. Current research on the influence of establishing operations on behavior in applied settings. Journal of Applied Behavior Analysis, 33(4), 411–418. https://doi.org/10.1901/jaba.2000.33-411

KARSINA, Allen; THOMPSON, Rachel H; RODRIGUEZ, Nicole M. Effects of a History of Differential Reinforcement on Preference for Choice. Journal of the Experimental Analysis of Behavior, v. 95, n. 2, p. 189–202, 2011.

KEEN, D., & PENNELL, D., 2015. The Use of Preferred Items in a Word-Learning Task: Effects on On-Task Behaviour and Learning Outcomes of Children With

Autism Spectrum Disorder. Australasian Journal of Special Education, 39(1), 56–66. https://doi.org/10.1017/jse.2014.16

KODAK, T., FISHER, W. W., KELLEY, M. E., & KISAMORE, A., 2009. Comparing preference assessments: selection- versus duration-based preference assessment procedures. Research in Developmental Disabilities, 30(5), 1068–1077. https://doi.org/10.1016/j.ridd.2009.02.010

LARAWAY, S., SNYCERSKI, S., MICHAEL, J., & POLING, A., 2003. Motivating operations and terms to describe them: some further refinements. Journal of Applied Behavior Analysis, 36(3), 407–414. https://doi.org/10.1901/jaba.2003.36-407

LAYNG, T., TWYMAN, J., & STIKELEATHER, G., 2003. Headsprout Early ReadingTM: Reliably teaching children to read. Behavioral Technology Today, 3, 7–20.

MARQUES, L. B. Estudo de inserção de jogos computadorizados como recurso complementar ao ensino de leitura. Tese de doutorado, Universidade Federal de São Carlos, São Carlos, SP, 2014.

MCILVANE, W J; KLEDARAS, J B; MUNSON, L C; et al. Controlling relations in conditional discrimination and matching by exclusion. Journal of the Experimental Analysis of Behavior, v. 48, n. 2, p. 187–208, 1987.

MICHAEL, J. L., 1979. Reinforcement magnitude and the inhibiting effect of reinforcement. Journal of the Experimental Analysis of Behavior, 32(2), 265–268. https://doi.org/10.1901/jeab.1979.32-265

MICHAEL, J., 1993. Establishing operations. The Behavior Analyst, 16(2), 191–206.

MOLINS-RUANO, P., SEVILLA, C., SANTINI, S., HAYA, P. A., RODRÍGUEZ, P., & SACHA, G. M., 2014. Designing videogames to improve students’ motivation. Computers in Human Behavior, 31, 571– 579. https://doi.org/10.1016/j.chb.2013.06.013

MORFORD, Z. H., WITTS, B. N., KILLINGSWORTH, K. J., & ALAVOSIUS, M. P., 2014. Gamification: The Intersection between Behavior Analysis and Game Design Technologies. The Behavior Analyst, 37(1), 25–40. https://doi.org/10.1007/s40614-014- 0006-1

NAH, F. F.-H., ZENG, Q., TELAPROLU, V. R., AYYAPPA, A. P., & ESCHENBRENNER, B., 2014. Gamification of Education: A Review of Literature. In F. F.-H. Nah (Org.), HCI in Business (p. 401–409). Springer International Publishing. Recuperado de http://link.springer.com/chapter/10.1007/978-3-319- 07293-7_39.

NEEF, Nancy A; PERRIN, Christopher J; HABERLIN, Alayna T; et al. Studying as fun and games: effects on college students’ quiz performance. Journal of Applied Behavior Analysis, v. 44, n. 4, p. 897–901, 2011.

ORLANDO, A. F., TEIXEIRA, C. A. C., DE SOUZA, D. G., DE ROSE, J. C., & BELA, R. E., 2016. GERENCIADOR DE ENSINO INDIVIDUALIZADO POR COMPUTADOR - GEIC [Multiplataforma]. JAVA, São Carlos, SP: FAPESP.

PACE, G. M., IVANCIC, M. T., EDWARDS, G. L., IWATA, B. A., & PAGE, T. J., 1985. Assessment of stimulus preference and reinforcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18(3), 249–255. https://doi.org/10.1901/jaba.1985.18-249

PARELLADA, I. L., & RUFINI, S. É., 2013. O uso do computador como estratégia educacional: relações com a motivação e aprendizado de alunos do ensino fundamental. Psicologia: Reflexão E Crítica, 26(4), 743–751. https://doi.org/10.1590/S0102- 79722013000400015

PARKER, L. E., & LEPPER, M. R., 1992. Effects of Fantasy Contexts on Children’s Learning and Motivation: Making Learning More Fun. Journal of Personality and Social Psychology, 62(4), 625–633.

ROANE, H S; VOLLMER, T R; RINGDAHL, J E; et al. Evaluation of a brief stimulus preference assessment.

Journal of Applied Behavior Analysis, v. 31, n. 4, p. 605–620, 1998.

SIDMAN, M. Equivalence relations and behavior: A research story. [s.l.]: Boston, MA, US: Authors Cooperative, 1994.

SIDMAN, M; TAILBY, W. Conditional discrimination vs. matching to sample: an expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, v. 37, n. 1, p. 5–22, 1982.

SIQUEIRA, E. S., BARROS, E. S., MONTEIRO, D. C., DE SOUZA, D. G., & MARQUES, L. B., 2012. ALE RPG Jogo Digital para Aprendizado de Crianças em Leitura e Escrita. RENOTE, 10(1). Recuperado de http://seer.ufrgs.br/renote/article/view/30789

SKINNER, B. F. Verbal behavior. East Norwalk, CT, US: Appleton-Century-Crofts, 1957. Disponível em:

. em: 27 jul. 2011.


Apontamentos

  • Não há apontamentos.