Gamificando a avaliação: um experimento na formação inicial de professores de Geografia

Abstract

The use of games as a pedagogical resource and strategies for gamification in teaching and learning processes have been object of pedagogical practice and scientific research since the end of the 80s. In general, these researches have the objective of to investigate the implications of gamification strategies, from a participant research, in the processes of formative and summative evaluation in a discipline of a licentiate course. The assessment in gamified learning experiences seems to be a gap in the area and it is from this gap that the research begin. Enrolled in the line "Teachers Shaping and Digital Culture", under the theme "Gamification", the investigation sought to answer the potential of strategies of Gamification in the processes of formative and summative assessment in undergraduate courses, from the understanding of the process of Gamification in the educational context, using the strategies to insert the process of Gamification assessments within a discipline. This is a documentary and participant research. The partial results of the research suggest that the gamification of assessment encourages engagement, peer collaboration, but also causes conflicts when they are already in the classroom. It was possible to notice that the badges evaluation strategy used in the discipline is concerned with the promotion of reflection and criticism about the content addressed. However, such strategies require student involvement and responsibility. In concluding, even provisionally, this research, we can say that all the potential announced by proponents of this approach is very promising, but does not work miracles. Seriously, Gamification is not a practice to make class fun, but rather a coherent set of strategies that force the teacher, as well as students to risk, to hit and miss.