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Os efeitos da gamificação na motivação dos alunos do Ensino Secundário e Superior: revisão sistemática
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Abstract(s)
Cientes da necessidade de motivar os alunos para a aprendizagem, os professores
investem nas mais variadas estratégias e técnicas, onde os jogos, por se revelarem
apelativos e estimulantes, são um exemplo disso, surgindo assim a gamificação na
educação. A gamificação refere-se à utilização do design dos jogos com o intuito de
proporcionar aos utilizadores sentimentos semelhantes aos vivenciados num jogo (i.e.,
concentração, diversão, competição). Uma aplicação gamificada não é, contudo, um jogo
em si, mas sim uma aplicação que utiliza elementos dos jogos (i.e., pontos, tabelas
classificativas, níveis, distintivos, entre outros). Esta é uma técnica recente e, apesar de
se encontrar associada ao aumento da motivação e do rendimento escolar, investigações
acerca da gamificação educativa ainda são escassas e encontram-se, por vezes, dispersas
entre áreas, como a educação e a tecnologia. Considerando o estado da literatura, neste
estudo, procedemos a uma revisão sistemática de modo a identificar os efeitos da
gamificação na motivação para a aprendizagem, independentemente do modelo concetual
motivacional utilizado.
Foram identificados 220 artigos, de acordo com palavras-chave previamente
designadas, sendo que 23 cumpriram os critérios de inclusão e os restantes 197 foram
removidos.
Os resultados da revisão sistemática sugerem efeitos positivos da gamificação na
motivação dos alunos, principalmente quando aplicada num curto período de tempo,
embora apontem para uma regulação de cariz externo e orientada para o desempenho. No
entanto, a relação positiva da gamificação na motivação reduz quando os alunos são
expostos a técnicas gamificadas mais a longo prazo. A influência de um efeito da
novidade e das características individuais dos alunos no decréscimo motivacional são
outra especificidade salientada nos estudos. A gamificação pode ser um recurso impulsionador da motivação dos estudantes, contudo a sua aplicação em contexto
educativo deve ser ajustada às necessidades dos alunos.
Students have different interests and learning styles. Also, they are familiar with technology nowadays, sometimes, even more than teachers are. Having this in mind, teachers are changing their teaching methods. Considering games influence in today’s student´s generation, teachers are introducing more game-like strategies, one of those methods is gamification. Gamification is the use of game elements in non-gaming contexts to foster a state of gameful experience and evoke the gaming engagement in user of gamified services (eg., points; rankings; badges; avatar; quests). Gamification is not a full-fledged game, instead a gamified resource uses gaming characteristics to engage and motivate students without being a game itself. Gamification is still in its early days, and it is common to find an association between gamification and motivation in gamification research field. Some studies state that gamification increases student´s motivation. However, studies are still growing and the effects of gamification in student´s motivation are unclear. Concerning the uncertainty of gamification research, we conducted a systematic review to verify gamification effects in student´s motivation. 220 articles were found in the research, but only 23 studies were selected based on selection criteria. The results suggest a positive influence of gamification strategies in student´s motivation, especially when applied in short-time periods, even if it´s an extrinsic and performance-oriented motivation. There is, however, evidence that in a long-term period student´s motivation can decrease. Other important factors are the novelty effect and student´s characteristics, as those features can also influence student´s motivation. Gamification can be motivational, however gamified designs must be appealing and focus on student´s needs.
Students have different interests and learning styles. Also, they are familiar with technology nowadays, sometimes, even more than teachers are. Having this in mind, teachers are changing their teaching methods. Considering games influence in today’s student´s generation, teachers are introducing more game-like strategies, one of those methods is gamification. Gamification is the use of game elements in non-gaming contexts to foster a state of gameful experience and evoke the gaming engagement in user of gamified services (eg., points; rankings; badges; avatar; quests). Gamification is not a full-fledged game, instead a gamified resource uses gaming characteristics to engage and motivate students without being a game itself. Gamification is still in its early days, and it is common to find an association between gamification and motivation in gamification research field. Some studies state that gamification increases student´s motivation. However, studies are still growing and the effects of gamification in student´s motivation are unclear. Concerning the uncertainty of gamification research, we conducted a systematic review to verify gamification effects in student´s motivation. 220 articles were found in the research, but only 23 studies were selected based on selection criteria. The results suggest a positive influence of gamification strategies in student´s motivation, especially when applied in short-time periods, even if it´s an extrinsic and performance-oriented motivation. There is, however, evidence that in a long-term period student´s motivation can decrease. Other important factors are the novelty effect and student´s characteristics, as those features can also influence student´s motivation. Gamification can be motivational, however gamified designs must be appealing and focus on student´s needs.
Description
Keywords
Gamificação Estratégia gamificada Elementos de jogo Efeito de novidade