The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class

Detalhes bibliográficos
Autor(a) principal: Graça, Vânia
Data de Publicação: 2024
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
Texto Completo: https://doi.org/10.34627/redvol7iss2e202422
Resumo: It is an unavoidable reality that the ways of learning how to learn have changed profoundly and teachers must keep up with these transformations. This article arises from the development of an educational practice by the author when teaching a Portuguese class, in which the active methodology of Gamification was used, in an Educational Escape Room (ERE) approach, using the Genially digital platform, in which students had the opportunity to play an active role in the construction of their learning. The students were from the 2nd Cycle of Basic Education (CEB) of a group of schools in the municipality of Porto. Following its implementation, a questionnaire was applied to the Mentimeter digital application to understand the impact and students' perceptions of using this pedagogical approach to learn grammar content in Portuguese. The qualitative data was analyzed using content analysis techniques and the quantitative data was analyzed using descriptive statistics. The results show that the use of ERE not only challenges participants cognitively, but also involves and develops socio-emotional aspects that prepare them for the complex challenges that surround them.
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spelling The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade classEl uso de una escape room educativa para aprender portugués: una experiencia pedagógica con una clase de 2º de primariaL'utilisation d'une salle d'évasion éducative pour l'apprentissage du portugais : une expérience pédagogique avec une classe de 2e année.O uso do escape room educativo para a aprendizagem de Português: uma experiência pedagógica com uma turma do 2.º CEBEscape Room EducativoGamificaçãoGeniallyPortuguês2.º CEBEducational Escape RoomGamificationGeniallyPortuguese2nd CEBEscape Room educativoGamificaciónGeniallyPortugués2.º CEBEscape Room éducativeGamificationGeniallyPortugais2.º CEBIt is an unavoidable reality that the ways of learning how to learn have changed profoundly and teachers must keep up with these transformations. This article arises from the development of an educational practice by the author when teaching a Portuguese class, in which the active methodology of Gamification was used, in an Educational Escape Room (ERE) approach, using the Genially digital platform, in which students had the opportunity to play an active role in the construction of their learning. The students were from the 2nd Cycle of Basic Education (CEB) of a group of schools in the municipality of Porto. Following its implementation, a questionnaire was applied to the Mentimeter digital application to understand the impact and students' perceptions of using this pedagogical approach to learn grammar content in Portuguese. The qualitative data was analyzed using content analysis techniques and the quantitative data was analyzed using descriptive statistics. The results show that the use of ERE not only challenges participants cognitively, but also involves and develops socio-emotional aspects that prepare them for the complex challenges that surround them.Es una realidad ineludible que las formas de aprender a aprender han cambiado profundamente y los profesores deben acompañar estas transformaciones. Este artículo surge del desarrollo de una práctica educativa de la autora al impartir una clase de portugués, en la que se utilizó la metodología activa de Gamificación, en un enfoque de Escape Room Educativo (ERE), utilizando la plataforma digital Genially, en la que los alumnos tuvieron la oportunidad de desempeñar un papel activo en la construcción de su aprendizaje. Los alumnos pertenecían al 2º Ciclo de Educación Básica (CEB) de un grupo de escuelas del municipio de Oporto. Tras su implementación, se aplicó un cuestionario a la aplicación digital Mentimeter para comprender el impacto y las percepciones de los alumnos sobre el uso de este enfoque pedagógico para aprender contenidos gramaticales portugueses. Los datos cualitativos se analizaron mediante técnicas de análisis de contenido y los cuantitativos, mediante estadística descriptiva. Los resultados muestran que el uso de la ERE no sólo desafía a los participantes cognitivamente, sino que también implica y desarrolla aspectos socioemocionales que los preparan para los complejos retos que les rodean.C'est une réalité inévitable que les façons d'apprendre à apprendre ont profondément changé et que les enseignants doivent suivre ces transformations. Cet article découle du développement d'une pratique éducative par l'auteur lorsqu'il enseignait à une classe portugaise, dans laquelle la méthodologie active de la gamification a été utilisée, dans une approche de salle d'évasion éducative (ERE), en utilisant la plateforme numérique Genially, dans laquelle les étudiants ont eu l'occasion de jouer un rôle actif dans la construction de leur apprentissage. Les élèves étaient issus du deuxième cycle de l'enseignement de base (CEB) d'un groupe d'écoles de la municipalité de Porto. Après sa mise en œuvre, un questionnaire a été appliqué à l'application numérique Mentimeter afin de comprendre l'impact et les perceptions des élèves quant à l'utilisation de cette approche pédagogique pour l'apprentissage de la grammaire portugaise. Les données qualitatives ont été analysées à l'aide de techniques d'analyse de contenu et les données quantitatives ont été analysées à l'aide de statistiques descriptives. Les résultats montrent que l'utilisation de l'ERE n'est pas seulement un défi cognitif pour les participants, mais qu'elle implique et développe également des aspects socio-émotionnels qui les préparent à relever les défis complexes qui les entourent.É uma realidade incontornável que as formas de aprender a aprender alteraram-se profundamente e o professor deve acompanhar essas transformações. Este artigo surge no âmbito do desenvolvimento de uma prática educativa da autora aquando da lecionação de uma aula de Português, no qual foi utilizada a metodologia ativa da Gamificação, numa abordagem de Escape Room Educativo (ERE), com recurso à plataforma digital Genially, em que os alunos tiveram a oportunidade de ter um papel ativo na construção da sua aprendizagem. Trata-se de alunos do 2.º Ciclo do Ensino Básico (CEB) de um agrupamento de escolas do concelho do Porto. Neste sentido, após a sua implementação procedeu-se à aplicação de um questionário na aplicação digital Mentimeter para compreender o impacto e perceções dos alunos sobre o uso desta abordagem pedagógica para a aprendizagem de conteúdos gramaticais da disciplina de Português. Para a análise dos dados qualitativos utilizou as técnicas de análise de conteúdo e para os dados quantitativos a estatística descritiva. Os resultados permitem averiguar que o uso do ERE não apenas desafia os participantes cognitivamente, mas também envolve e desenvolve aspetos socioemocionais que os preparam para os desafios complexos que os rodeiam.LE@D - Laboratório de Educação a Distância e eLearning2024-09-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34627/redvol7iss2e202422https://doi.org/10.34627/redvol7iss2e202422Journal of Distance Education and eLearning; Vol.7 Nº 2 (2024): jul-dez; e202422RE@D - Revista de Educación a Distancia y eLearning; Vol.7 Nº 2 (2024): jul-dez; e202422Revue d'Éducation à Distance et d'Apprentissage en Ligne; Vol.7 Nº 2 (2024): jul-dez; e202422RE@D - Revista de Educação a Distância e Elearning; Vol.7 Nº 2 (2024): jul-dez; e2024222182-4967reponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiainstacron:RCAAPporhttps://revistas.rcaap.pt/lead_read/article/view/36859https://revistas.rcaap.pt/lead_read/article/view/36859/25930Direitos de Autor (c) 2024 Vânia Graçainfo:eu-repo/semantics/openAccessGraça, Vânia2024-12-28T05:16:51Zoai:ojs.revistas.rcaap.pt:article/36859Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireinfo@rcaap.ptopendoar:https://opendoar.ac.uk/repository/71602025-05-28T19:20:30.827127Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiafalse
dc.title.none.fl_str_mv The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
El uso de una escape room educativa para aprender portugués: una experiencia pedagógica con una clase de 2º de primaria
L'utilisation d'une salle d'évasion éducative pour l'apprentissage du portugais : une expérience pédagogique avec une classe de 2e année.
O uso do escape room educativo para a aprendizagem de Português: uma experiência pedagógica com uma turma do 2.º CEB
title The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
spellingShingle The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
Graça, Vânia
Escape Room Educativo
Gamificação
Genially
Português
2.º CEB
Educational Escape Room
Gamification
Genially
Portuguese
2nd CEB
Escape Room educativo
Gamificación
Genially
Portugués
2.º CEB
Escape Room éducative
Gamification
Genially
Portugais
2.º CEB
title_short The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
title_full The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
title_fullStr The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
title_full_unstemmed The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
title_sort The use of an educational escape room for learning Portuguese: a pedagogical experience with a 2nd grade class
author Graça, Vânia
author_facet Graça, Vânia
author_role author
dc.contributor.author.fl_str_mv Graça, Vânia
dc.subject.por.fl_str_mv Escape Room Educativo
Gamificação
Genially
Português
2.º CEB
Educational Escape Room
Gamification
Genially
Portuguese
2nd CEB
Escape Room educativo
Gamificación
Genially
Portugués
2.º CEB
Escape Room éducative
Gamification
Genially
Portugais
2.º CEB
topic Escape Room Educativo
Gamificação
Genially
Português
2.º CEB
Educational Escape Room
Gamification
Genially
Portuguese
2nd CEB
Escape Room educativo
Gamificación
Genially
Portugués
2.º CEB
Escape Room éducative
Gamification
Genially
Portugais
2.º CEB
description It is an unavoidable reality that the ways of learning how to learn have changed profoundly and teachers must keep up with these transformations. This article arises from the development of an educational practice by the author when teaching a Portuguese class, in which the active methodology of Gamification was used, in an Educational Escape Room (ERE) approach, using the Genially digital platform, in which students had the opportunity to play an active role in the construction of their learning. The students were from the 2nd Cycle of Basic Education (CEB) of a group of schools in the municipality of Porto. Following its implementation, a questionnaire was applied to the Mentimeter digital application to understand the impact and students' perceptions of using this pedagogical approach to learn grammar content in Portuguese. The qualitative data was analyzed using content analysis techniques and the quantitative data was analyzed using descriptive statistics. The results show that the use of ERE not only challenges participants cognitively, but also involves and develops socio-emotional aspects that prepare them for the complex challenges that surround them.
publishDate 2024
dc.date.none.fl_str_mv 2024-09-09
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34627/redvol7iss2e202422
https://doi.org/10.34627/redvol7iss2e202422
url https://doi.org/10.34627/redvol7iss2e202422
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.rcaap.pt/lead_read/article/view/36859
https://revistas.rcaap.pt/lead_read/article/view/36859/25930
dc.rights.driver.fl_str_mv Direitos de Autor (c) 2024 Vânia Graça
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos de Autor (c) 2024 Vânia Graça
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv LE@D - Laboratório de Educação a Distância e eLearning
publisher.none.fl_str_mv LE@D - Laboratório de Educação a Distância e eLearning
dc.source.none.fl_str_mv Journal of Distance Education and eLearning; Vol.7 Nº 2 (2024): jul-dez; e202422
RE@D - Revista de Educación a Distancia y eLearning; Vol.7 Nº 2 (2024): jul-dez; e202422
Revue d'Éducation à Distance et d'Apprentissage en Ligne; Vol.7 Nº 2 (2024): jul-dez; e202422
RE@D - Revista de Educação a Distância e Elearning; Vol.7 Nº 2 (2024): jul-dez; e202422
2182-4967
reponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
instacron:RCAAP
instname_str FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
instacron_str RCAAP
institution RCAAP
reponame_str Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
collection Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
repository.name.fl_str_mv Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
repository.mail.fl_str_mv info@rcaap.pt
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