Percepções de estudantes acerca do uso de gamificação como auxiliar em processos de aprendizagem e de avaliação em um curso MOOC sobre educação de práticas sustentáveis

Abstract

Academic success requires a joint effort from students and teachers. In scientific literature, there has been a significant increase in studies requiring more attractive and dynamic teaching methods in relation to the traditional methods adopted. In the area of education, debates and reflections are more frequent, emphasizing the need to use different teaching, learning and assessment methods, with the aim of finding a better way to meet the different needs of students. Given that contemporary students belong to a generation deeply integrated into the digital environment, it is imperative to develop pedagogical strategies that transcend conventional teaching methods. Thus, this dissertation, in the quest to achieve the SDGs, has the general objective of investigating seeking initial understandings about perceptions about gamification in learning and evaluation processes obtained by volunteers who took the MOOC – Introduction to Solid Waste and Reverse Logistics Course. To this end, research was carried out in a virtual learning environment, in the format of a Massive Open Online Course (MOOC). This research is also classified as exploratory and qualitative, as a data collection technique, semi-structured interview and documentary research methods were used. For data analysis, the Bardin technique (1977) was chosen. The subjects who participated in the experiment were volunteers. They were given the opportunity to take the aforementioned MOOC as a complementary activity in the extension category. The second stage involved analyzing the volunteer's performance based on the gamified evaluation processes, in addition to an interview to understand the participants' perception of the course. As results, the following categories were found: National Solid Waste Policy, Methodology – (gamification), Teaching, Formative Assessment, Importance and Teacher Training. Concluding that the application of active gamification methodologies enhances and assists in the learning processes and makes the evaluation process perceived with less fear.