Análise de jogos e recursos gamificados utilizados para mediar o processo de ensino-aprendizagem de docentes em curso de formação

Abstract

Many students belong to the so-called “native digital” generation, who integrates electronic devices, notebooks and other resources into their everyday life using tools which allow them to share experiences of a world more and more connected. Among the entertaining habitual actions they usually look for one finds digital games and gamification activities. Within such a context of technologies and play preferences, it is necessary to catch those students’ attention and by doing so games as well as gamification activities may provide a useful support for the teacher. But are the teachers who work or intend to work with such students acquainted with the knowledge needed to integrate games and gamification activities into their pedagogical practice? This research carried out a survey of studies broaching the use of digital games and gamification activities in teachers’ background development. It is a systematic review research and we used the databank of Theses and Dissertations of the Coordination for the Improvement of Higher Education Teaching Staff (CAPES) to collect the relevant data. The identification criterion of the researches was focused on the following keywords: digital games and gamification activities in courses for teachers’ background development. 11 studies were found out and they pointed out the need to include technology by means of digital games or gamification activities into teachers’ background development courses, either at undergraduate or at continued education level after graduation. One came to the conclusion that digital games or gamification resources in background development courses may be a useful trend.