Ensino de línguas adicionais a distância: influência da Gamificação na percepção da Distância Transacional

Abstract

This research aimed to investigate the influence of the Active Methodology of Gamification on the levels of Transactional Distance (TD) in a Distance Education (DE) English course, based on students’ perceptions. Transactional Distance refers to the communicative and psychological separation caused by the physical and temporal distancing inherent in DE (Moore, 1993). To achieve this objective, two specific goals were established: to analyze the manifestation of Transactional Distance in an English distance course offered to undergraduate and postgraduate students at Universidade Federal de Pelotas, and to describe the influence of the adoption of Gamification on students’ perceptions regarding TD. The research followed a qualitative approach, with data analysis conducted through questionnaires and self-assessment journals distributed to the course participants. The analysis revealed that Transactional Distance manifested in different ways throughout the course, with variations observed in the dimensions of TD between student and teacher (TDST), student and content (TDSC), and student and student (TDSS). The results indicated that TDST was reduced due to the instructor’s availability for interactions and the support provided throughout the course. However, the response time for feedback was perceived as a critical issue, with varied responses regarding its promptness and personalization. TDSC was mostly perceived positively, with students highlighting the instructional design and the gamified activities as facilitators for content comprehension and motivation. On the other hand, TDSS exhibited a greater diversity of perceptions, with some students reporting difficulties in feeling valued by their peers. The research also demonstrated that the implementation of Gamification had a positive impact on students’ motivation and engagement, although it was not sufficient on its own to reduce Transactional Distance. In conclusion, it is recommended that DE courses adopt strategies that promote interactions, such as individualized feedback, collaborative approaches, and active methodologies, as well as ensure that the learning platform is intuitive and accessible, with greater transparency in communication between teachers and students. The study provides possibilities for future investigations, particularly in the development of instruments that integrate the Transactional Distance between student and interface (TDI) and in the analysis of pedagogical strategies aimed at increasing student engagement and motivation throughout the course.