Práticas de gamificação em morfologia vegetal: implicações para o processo de ensino-aprendizagem na licenciatura em biologia

Abstract

Gamification appears periodically in discussions of new models in education at various stages of teaching and is capable of making teaching more attractive, motivating and enriching, using logic, rules and game design in the pedagogical process. Using gamification in the educational process together with the approaches of didactic engineering and action research as technical and methodological procedures, we sought to investigate how gamified activities applied to students in a degree course in Biological Sciences contribute to the development of their learning. Interviews, questionnaires, logbooks, audio recordings and photographs were the methodological elements used in this research. Using content analysis and data triangulation, we verified the learning process and how the factors of motivation, interaction, engagement and/or collaboration in this process brought cognitive benefits to the undergraduates. The results indicated that the application of this methodology analised contributed significantly to the teaching and learning process and positively impacted those involved, who demonstrated greater confidence and predisposition to act using active learning methodologies. The use of game elements favored motivation, engagement and learning, as evidenced by the characteristics obtained from the analysis and categorization of the content. These important factors in the teaching process are covered in several learning theories, and gamification, with its diversity of possible uses, proves to be a dynamic and multifaceted tool capable of providing