MOOC gamificados: proposta de design pedagógico para cursos online

• Ano de defesa: 2019
• Autor(a) principal: Silva, Guilmer Brito
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Mooc; Gamificação; Design pedagógico; Ensino a distância; Inovações tecnológicas; Gamification; Pedagogical design; Distance learning; Technological innovations; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5437

The MOOC presents itself as a valuable tool in non-formal education in the areas of continuing education and open education, contributing to the democratization, structuring and dissemination of information, favoring learning, and it is from this perspective that this study develops and advocates the application and capabilities of MOOC. The construction of MOOC using gamification favors and learning, through a challenging and motivating environment and with the possibility of a greater engagement of the participants, collaborating with a greater interaction of the students with the didactic materials and activities of the course. Gamification is a theme that involves the use of elements, techniques and design of games in non-game situations, in various fields of application. This study aims to reflect on the procedures involved in the design and development of MOOC courses using gamification. Hence the research problem: What are the references and elements necessary for the construction of MOOC courses using gamification? This study aims to develop guidelines for the pedagogical design of Massive Open Online Course (MOOC), using gamification as a way of engaging and motivating the participants of these courses. For this, the epistemological and pedagogical referential characteristics used in the main MOOC were identified, based on their relevance in the number of users and teaching institutions that offer them. An epistemological survey was also carried out on the topic of gamification, where it was sought to identify the elements necessary for the application of gamification and to study the factors that are important for its success in MOOC courses. A participant observation was made on the platforms EDX, Coursera, Miríada-X. And for the analysis of the data was used the methodology of the Grounded Theory. Based on these analyzes and evaluations, the frameworks for the construction of the pedagogical design of a crowded MOOC were elaborated. A MOOC course for the teaching of foreign languages (Spanish) was built and offered to validate the pedagogical design proposal. After completing the course, it was concluded that the applicabilities and potentialities of the gamification are important to improve some weaknesses and specificities of MOOC courses.