Reflexo epistemológico no desenvolvimento do planejamento da gamificação no contexto educacional

Abstract

This research investigated the epistemological impact on the development of gamification planning in the educational context. Gamification is one of the teaching-learning didactic strategies that has been gaining notoriety and being developed in the educational scenario, especially in higher education. In view of this, we suggest the following problem: how the epistemological options of teachers influence the development of gamification planning for the educational context? The general objective of this research was to analyze the epistemological options of teachers in the development of gamification planning in the educational context, identifying the elements and frameworks used. The specific objectives of the research were: to describe which aspects of gamification should be considered at the time of pedagogical planning for its development; identify the existing difficulties in the elaboration of a gamification, as well as in the moment of its development; establish a line of understanding between planning and development that culminates in the implementation of a gamified teaching strategy. The research is qualitative and the approach is a case study, namely, the case of professors from the Federal University of Alagoas who participated in a gamification course as a didactic teaching-learning strategy, applied to the university classroom, held at Ufal (locus of research). The research subjects were professors from the same institution who had active discipline and participated in a professional improvement course on the gamification strategy. As data collection instruments, the interview was used, elaborated from a pre-defined script and a mixed questionnaire (closed and open questions). From the results achieved, the data showed the existence of a miscellany of epistemologies that reflect in the planning of gamification and not the predominance of a single one, and although some authors insist on dividing gamification into two perspectives (closed or open), we may have a mix of these perspectives. The research also revealed some difficulties in planning the development of gamification, something already reported in published research.