PLATAFORMAS EDUCACIONAIS GAMIFICADAS E O ENSINO DE FÍSICA: O CASO DO NIVELAMENTO ONLINE

• Ano de defesa: 2023
• Autor(a) principal: NEVES, MARCOS ANTONIO SOARES DAS
• Orientador(a): Miyahara, Ricardo Yoshimitsu
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Agrárias e Ambientais; Unicentro::Departamento de Ciências Exatas e de Tecnologia
• País: Brasil
• Palavras-chave em Português: Novo Ensino Médio; Gamificação; Metodologias Ativas
• Palavras-chave em Inglês: New High School; Gamification; Active Methodologies
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/2171

The expansion of Digital Information and Communication Technologies (DICTs), with the use of different internet-connected resources in various spaces and contexts, has led to the need to enhance the traditional teaching model, incorporating, for example, gamified educational platforms to motivate and enhance student learning. The work developed sought to highlight the efficiency of gamified educational platforms, through the Nivelamento Online (NiO) platform applied to the teaching of Physics. Therefore, we developed a schedule of activities to be carried out in the classroom. To evaluate the efficiency of the NiO platform, two first-year classes of the new high school (NEM) were analyzed, one control class and one experimental class. The control class had lectures on Mechanical Energy topics and exercise resolution. In the experimental class, there was a brief exposition of the contents and mediation by the platform. Pre-tests and post-tests were conducted in both classes to measure learning gains. Hake's normalized gain test was used, along with the construction of a comparative table of grades through graphs and tables. The experimental class was also subjected to evaluative instruments such as System Usability Scale, EgameFlow, a questionnaire to assess students' perception of learning, motivation, and satisfaction, and statistical analysis of performance and in-game dedication data provided by the platform. The results obtained from the applied evaluative instruments indicate that the experimental group outperformed the control group. The evaluative instruments applied to the experimental group regarding the use of the platform demonstrate satisfaction, motivation, and recognition by the students in improving their knowledge by using the platform. The importance of gamification in Physics teaching became evident through the performance of students who used NiO compared to those who had traditional teaching. Based on the implementation carried out, an educational product was developed, which accompanies this dissertation, being a NiO user manual and an activity schedule, which includes how the platform was successfully used in the classroom.