O USO DE GAMES EDUCACIONAIS COMO ESTRATÉGIA DE AVALIAÇÃO DA APRENDIZAGEM NO ENSINO DA DINÂMICA.

• Ano de defesa: 2019
• Autor(a) principal: FONTES NETO, Pedro Alves
• Orientador(a): CARVALHO, Edson Firmino Viana de
• Banca de defesa: CARVALHO, Edson Firmino Viana de , SOUSA, Karla Cristina Silva , SALES, Gilvandenys Leite
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM REDE - ENSINO DE FÍSICA EM REDE NACIONAL/CCET
• Departamento: DEPARTAMENTO DE FÍSICA/CCET
• País: Brasil
• Palavras-chave em Português: Game Educacional; Avaliação da Aprendizagem; Ensino de Física; Dinâmica
• Palavras-chave em Inglês: Educational Game; Learning Evaluation; Physics Teaching; Dynamics
• Área do conhecimento CNPq: Ensino e Aprendizagem na Sala de Aula.
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2732

A problem caused by the current technologies that report on entertainment, electronic media, social networks and games for smartphones, is that many of them divert attention and focus from classroom content, consequently, hinder students' learning in school and in their homes. In this context, researchers seek solutions to this problem through the introduction of electronic media and educational games in schools. Educational games, for example, present themselves as an efficient didactic tool in teaching subjects because they can attract students' attention and motivate them to understand the contents worked by the teacher. Within the proposal to use games as a motivating learning tool, this work, entitled "The use of educational games as a strategy to evaluate learning in the teaching of dynamics", is about an educational game, developed from the platform RPG Maker MV that assists in the process of evaluation of the learning of the contents of the Dynamics. The choice for this game engine is because the developer can create fixed characters with whom the hero can have a dialogue. The possibility of this dialogue occurring between the characters sets the precedent for a game of questions with options of answers on the contents of Physics. Thus, RPG Maker MV events and commands were used and adapted to adolescents' understanding in game environments in order to achieve the central objective of this work, which is to form an environment in which the physical phenomena are discussed and questions with answer options are made available with the purpose of evaluating the teaching and learning of the contents of Dynamics passed on to the student. In a qualitative and quantitative research in which two questionnaires, interviews, observations and the class diaries were used to obtain data, a case study was carried out with the application of a developed game called "Zeeman". In the scope of this work, there is a summary of the contents of Dynamics, a reflection on multiple intelligences and learning physics, a perspective on the evaluation of learning that gave theoretical pedagogical support for the development and application of the educational product, an analysis of the literature on educational games, the development and use of the Zeeman game instead of conventional summative evaluation. As results, the result of a test of multiple intelligences applied on the first day of the semester, which points out the students who have had difficulties in understanding the contents of physics because they have not yet developed the logical-mathematical intelligence, which is essential for the understanding of the physical discipline; the discussion of the graphs and tables with the comparison between the grades and means of the learners acquired with the application of the conventional evaluation and with evaluation of the phases of the Zeeman game; the discussion of the results of the application of a questionnaire with the use of Google Docs that addresses the game's gameplay, the organization of the contents in relation to the dynamics of the game and its effectiveness as a tool for evaluating learning in place of conventional evaluation, voluntarily answered by students participating in the research; Finally, we conclude the work with the final considerations and perspectives of future works.