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O presente estudo incide na utilização da gamificação em sala de aula como uma estratégia motivadora na aprendizagem de Inglês, no 2º Ciclo do Ensino Básico. O objetivo deste estudo é mostrar que ao utilizar uma aula mais prática e dinâmica, como o uso da gamificação, é um fator motivador que ajuda o processo de ensino-aprendizagem dos alunos. Pretendemos mostrar que este tipo de aula promove a motivação para a aprendizagem da língua e é, também, uma estratégia para fugir ao tipo de aula tradicional a que os alunos estão habituados e que já não os motiva. Então, é necessário criar estratégias que continuem a suscitar interesse e entusiasmo por aprender. Neste estudo foram recolhidos dados através de registo de observações por parte da docente e por aplicação de questionários a uma turma de 5.º ano do 2.º Ciclo durante a Prática de Ensino Supervisionada. Com a aplicação destes questionários conseguimos perceber que a utilização do jogo em sala de aula é, efetivamente, motivadora e faz despertar efeitos positivos no interesse, autonomia e desenvolvimento dos alunos a longo prazo. A gamificação pode constituir um recurso impulsionador da motivação dos alunos e que está de acordo com as suas necessidades.
This study focuses on the use of gamification in the classroom as a motivating strategy in the learning of English in the 2nd Cycle of Basic Education. The objective of this action-research is to show that using a more practical and dynamic class, such as the use of gamification, is a motivating factor that helps the teaching-learning process of students. We intend to show that this type of class promotes motivation for language learning and is also a strategy to escape the type of traditional class to which students are accustomed and that no longer motivates them. So, it is necessary to create strategies that continue to arouse interest and enthusiasm for learning. In this study, data collection was made through the teacher’s observation and by applying questionnaires to a 5th year class of the 2nd Cycle during the Supervised Teaching Practice of the Master’s degree in Portuguese and English Teaching un the 2nd Cycle of Basic Education. With the application of these questionnaires, we can realize that the use of the game in the classroom is, effectively, motivating and awakens positive effects on the interest, autonomy, and development of students. Gamification can be a resource that drives students’ motivation and is according to their needs.
This study focuses on the use of gamification in the classroom as a motivating strategy in the learning of English in the 2nd Cycle of Basic Education. The objective of this action-research is to show that using a more practical and dynamic class, such as the use of gamification, is a motivating factor that helps the teaching-learning process of students. We intend to show that this type of class promotes motivation for language learning and is also a strategy to escape the type of traditional class to which students are accustomed and that no longer motivates them. So, it is necessary to create strategies that continue to arouse interest and enthusiasm for learning. In this study, data collection was made through the teacher’s observation and by applying questionnaires to a 5th year class of the 2nd Cycle during the Supervised Teaching Practice of the Master’s degree in Portuguese and English Teaching un the 2nd Cycle of Basic Education. With the application of these questionnaires, we can realize that the use of the game in the classroom is, effectively, motivating and awakens positive effects on the interest, autonomy, and development of students. Gamification can be a resource that drives students’ motivation and is according to their needs.
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Keywords
Gamificação Motivação Inovação Aprendizagem de inglês 2.º ciclo do ensino básico.