Preferência por procedimentos de ensino gamificados e aprendizagem inicial da leitura

Autores

  • Leonardo Brandão Marques Universidade Federal de Alagoas
  • Deisy das Graças de Souza Universidade Federal de São Carlos
  • Dione Cavalcante Monteiro Universidade Federal do Pará

DOI:

https://doi.org/10.5281/zenodo.11496833

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.

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Publicado

2019-07-11

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Seção

GT4 - Jogos Eletrônicos e Educação