Estilos de aprendizagem, planejamento e desenvolvimento de jogos para o aprendizado de língua inglesa: relações, implicações e contribuições

• Ano de defesa: 2022
• Autor(a) principal: Oliveira, Luiza Helena Araújo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Tecnologias, Comunicação e Educação (Mestrado Profissional)
• Palavras-chave em Português: Estilos de Aprendizagem; Jogos digitais; Game Design; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO; Educação; Jornalismo Audiovisual; Aprendizagem; Jogos educativos
• Link de acesso: https://repositorio.ufu.br/handle/123456789/35187; http://doi.org/10.14393/ufu.di.2022.216

In search of valuing the effective participation of students in the construction of knowledge and learning at their own pace through experimentation and sharing activities, this research aimed to understand the learning styles employed by students participating in a game creation project for English language learning. It is, therefore, qualitative research of an exploratory-descriptive nature, whose data collection instruments were the logbooks assembled through non-participant systematic observation –; the CHAEA questionnaire (Alonso, Gallego and Honey, 1999), for the diagnosis of learning styles; and four game plans developed by students (also called Game Design Canvas – GDC). The research locus is a Federal Educational Institution in Minas Gerais. For the observations, a curricular unit (UCP) was selected for the Institution’s high school integrated technical course students. Participants (seven students) answered a questionnaire about learning style preferences and produced GDCs followed by games to learn English language content. By means of class observations and records in logbooks, it was possible to analyze the theory of learning characteristics styles presented in the games creation and development process. The results obtained indicated a correlation between the reflective learning style and games with the Agôn characteristic, according to the typology of games described by Caillois (1990). The research points out future paths to be explored, for example, in larger contexts and in different educational institutions, so that the game creator student, and not just the student players, is understood in terms of learning styles.