Preferência por procedimentos de ensino gamificados e aprendizagem inicial da leitura
DOI:
https://doi.org/10.5281/zenodo.11496833Resumo
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.
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