Gamificação no ensino técnico de desenvolvimento de sistemas
Engajamento, Motivação E Fluxo No Pós-Pandemia
Bibliographic Data
| ID | 5864446 |
|---|---|
| Authors | Eduardo Gomes De Oliveira (0000-0001-7968-5193, Universidade Federal do Estado do Rio de Janeiro), Jário José Dos Santos Junior (0000-0001-5149-9305, Universidade Federal de Alagoas), Ig Ibert Bittencourt (0000-0001-5676-2280, Universidade Federal de Alagoas), Tadeu Moreira Classe (0000-0001-9849-5133, Universidade Federal do Estado do Rio de Janeiro), Sadao Isotani (0000-0003-1574-0784, Universidade de São Paulo) |
| Year | 2025 |
| Volume | 27 |
| Pages | e025053 |
| Publication date | 2025-10-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | ETD - Educação Temática Digital (JOURNAL) |
| Journal identifiers | ISSN: 1676-2592 • E-ISSN: 1676-2592 |
| Publisher | Universidade Estadual de Campinas (PUBLISHER • BR) |
| DOI | 10.20396/etd.v27i00.8676607 |
| OpenAlex | W4414871099 |
| Language | PT |
| References cited | 25 |
The difficulties found by students in the computer programming discipline cause dissatisfaction, being an important dropout factor in Information Technology (IT) courses. To provide programming students with the necessary support, many have been engaged in developing policies, strategies and tools for teaching computer programming. In this scenario, the use of gamification can be a strong ally to promote engagement, motivation and flow experience by making solving activities and reading more fun. After the COVID-19 pandemic, many educational institutions adopted hybrid teaching and virtual learning environments (VLE's) were implemented to make the learning process interactive and personalized. However, engagement is a crucial point in learning, so that students stay on course and want to learn more. This paper presents the pedagogical context designed for the Programming Language I (LP1) discipline offered in the first year of a technical systems development course at a federal institution in Rio de Janeiro, the experience report and the evaluation of 20 students after using Moodle (non-gamified and gamified) in order to verify engagement, motivation and flow experience in these two environments. The results show that the gamified Moodle obtained better scores than the non-gamified Moodle
Information technology · Institution · Virtual learning environment · Education and Digital Technologies · Educational Games and Gamification · Teaching and Learning Programming
| Citation velocity | historical |
|---|---|
| Highly cited | No |