Um modelo de avaliação por pares gamificado para ambientes educacionais online : um experimento com o meu tutor

Abstract

In recent years, the use of information and communication technologies (ICT) applied in educational environments has become increasingly usual. Several countries have adapted their educational approaches to promote and support the use of these technologies in both classroom courses as in distance learning courses. In the context of Distance learning, the number of users has grown considerably, making the environments more complex, given that these will generate a lot of activities to be evaluated, making the manual evaluation process a chore to teacher. This problem grows exponentially if we want include open assessments (written), since their corrections would further increase the teacher's work, due to the fact that processing by machine of this type of evaluation is a laborious and less e ective option, which implies that corrections are made by them individually, resulting in overwork and consequently high costs for correction of text production. With the increasing number of students, more activities will be made every now and the correction by the teachers manually would quickly become infeasible. There is a technique widely used in the literature called peer assessment that enables the inclusion of the written evaluations in such a way that it is not necessary to increase the costs linked to these corrections, once the students themselves would act in the correction process, gaining independence and free to the teacher. However, the application of this technique usually generates a student dissatisfaction, which can lead to incorrect and misleading results, which indicates that the motivational aspect generates inappropriate behaviour by students, compromising learning and assessment system. Thus, we need a mechanism to engage the participants in the peer assessment model, using techniques that have the ability to "influence" a positive emotional/cognitive state on the student. In this sense, this work proposes an peer assessment model with gami cation techniques. With the proposed model, it is possible to unite the advantages of both techniques, reducing the overwork of the teacher, saving their time and effort to what is really necessary, and consequently reducing the cost associated with the corrections without the bias of demotivation of students in process, which allows the expansion of the courses for hundreds or even thousands of users. Through experiments, we concluded that the grades obtained with the proposed model were equivalent to those of teachers, using less time to to obtain them and at a cost approximately 72% less. Furthermore, gami cation had a positive impact by increasing the register number in 11.76% and 64.28% in the number of logins. Moreover, the amount of realized activities increased 10.53% and the amount of corrected activities increased by 20%.