Avaliação para a aprendizagem com escape room no ensino superior: uma análise a partir das experiências de docentes brasileiros

Abstract

Society is immersing in digital culture, so in the educational scenario, it seeks to incorporate technological artifacts with the potential to contribute, adapt and innovate in pedagogical practices. In this context, Digital Game-Based Learning (DGBL) is presented as a guide for incorporating games, such as Escape Room (ER). Thus, this study aims to analyze, from the teachers' experiences in the development of EER, how they planned and carried out the evaluation for learning. This objective is constituted by the understanding that, most of the time, the priority in the teaching evaluation of teaching-learning processes through the interaction of ER falls on the experiences' evaluation. In this way, we seek to answer the following question: How did the teachers who develop EER in Higher Education plan and carry out the assessment for learning? The research is identified in the methodological field as qualitative (YIN, 2016) of a descriptive nature, supported by the perception of Experiential Research (MICCOLI, 2007; KOLB, 2014), which values experience as a research unit. In addition, the investigation is supported by the Phenomenological Hermeneutic approach (DITTRICH; LEOPARDI, 2015; MATTAR; RAMOS, 2021), which subsidizes the understanding and appreciation of the experiences of human beings. In the theoretical context of the developed study, it is possible to highlight some relevant concepts to situate the study, such as: digital culture, evaluation, digital games and Higher Education. The 4 higher education professors from institutions recognized by the Ministry of Education (MEC) experiences' were collected, observed and analyzed using a questionnaire prepared, validated by 9 experts (HERMIDA; ARAÚJO, 2006) and disseminated (via WhatsApp, email and through the news site of the Federal University of Alagoas - Ufal). This study received collaboration of 4 teachers, 50% of the interviewees are teachers working in the public network, and the other 50% are working in the private higher education network, all of whom have already developed EER. Via data analysis, it was possible to observe that, for the most part, the number of evidenced experiences refers to social experiences, followed by affective, contextual and pedagogical experiences. In addition, the research showed that, based on the results obtained, it is preponderant for teachers to understand that ER contributes to the student's cognitive development and, consequently, it is necessary to plan the assessment for learning. The study data also point to some crucial elements for EER planning. Thus, in Table 15, it is possible to observe the concerns in the elaboration of the planning, such as: the choice of the type of evaluation, the concept to be learned and the definition of objectives. In addition, in Table 16, there is a concern to elaborate processes considering the number of students in the room, checking the time, choosing specific contents and exploring individual and collective skills. Chart 17, in turn, points to the need to know the student's profile. Regarding assessment for learning, it is possible to point out, according to the data collected, that planning is seen as an instrument that contributes to the construction process of assessment for learning and, thus, contributes to a more qualitative learning via formative assessment.