O impacto dos jogos sérios no ensino da matemática: um estudo no ensino fundamental

 Fernando Fraga-Varela, Santiago de Compostela (Espanha)

 Esther Vila-Couñago, Santiago de Compostela (Espanha)

 Esther Martínez-Piñeiro, Santiago de Compostela (Espanha)

https://doi.org/10.3916/C69-2021-10

Palavras chave

Jogos sérios, gamificação, ensino fundamental, educação matemática, professores, rendimento acadêmico

Resumo

Nos últimos anos, houve uma renovação do software educativo estimulada pela incorporação de designs específicos baseados em jogos sérios. Estudos anteriores sobre o seu uso não oferecem dados conclusivos sobre o avanço na aprendizagem, tanto em nível geral quanto em relação a conteúdos específicos. O objetivo principal deste trabalho é conhecer o impacto da utilização de jogos sérios em salas de aula do ensino fundamental, especificamente na fluência matemática dos, levando em consideração variáveis de gamificação e experiência de ensino. Foi realizado um estudo quase-experimental com o uso de pré-teste e pós-teste, sem grupo de controle e com vários grupos experimentais, do qual participaram 284 alunos da primeira à quarta série. Os resultados mostram uma melhora significativa da fluidez matemática a partir do uso de jogos sérios em diferentes séries e turmas estudadas. A estratégia de gamificação promove um progresso ainda maior em relação às classes onde não foi implementada. Ademais, observa-se um tempo de uso similar no uso de jogos sérios entre professores novatos e experientes, com melhores resultados no ensino da matemática entre os últimos profissionais. Verifica-se também a relação entre os resultados obtidos e as notas dos alunos. As conclusões apontam para o uso potencial de jogos sérios projetados especificamente para ambientes escolares e questionam trabalhos anteriores acerca das barreiras geracionais em professores.

Referências

Alvarez, J., & Djaouti, D. (2012). Serious games: An introduction. Éditions Questions Théoriques. http://bit.ly/3gVVAZY

Link Google Scholar

Baroody, A.J., Bajwa, N.P., & Eiland, M. (2009). Why can’t Johnny remember the basic facts? Developmental Disabilities Research Reviews, 15(1), 69-79. https://doi.org/10.1002/ddrr.45

Link DOI | Link Google Scholar

Baroody, A.J., Eiland, M.D., Purpura, D.J., & Reid, E.E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations? American Educational Research Journal, 50(3), 533-573. https://doi.org/10.3102/0002831212473349

Link DOI | Link Google Scholar

Boendermaker, W.J., Veltkamp, R.C., & Peeters, M. (2017). Training behavioral control in adolescents using a serious game. Games for Health Journal, 6(6), 351-357. https://doi.org/10.1089/g4h.2017.0071

Link DOI | Link Google Scholar

Carvalho, C.V., Rodríguez, M.C., Nistal, M.L., Hromin, M., Bianchi, A., Heidmann, O., Tsalapatas, H., & Metin, A. (2018). Using video games to promote engineering careers. The International Journal of Engineering Education, 34(2), 388-399. http://bit.ly/3qjVwET

Link Google Scholar

Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005

Link DOI | Link Google Scholar

Clark, D.B., Tanner-Smith, E.E., & Killingsworth, S.S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065

Link DOI | Link Google Scholar

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. L. Erlbaum Associates. https://bit.ly/3uE1kfh

Link Google Scholar

Council of Chief State School Officers (Eds.) (2020). Preparing america’s students for college & career. Common core state standards initiative. http://bit.ly/2XFRaMc

Link Google Scholar

Cozad, L. (2019). Effects of a digital mathematics fluency program on the fluency and generalization of learners. [Doctoral Dissertation, The Pennsylvania State University]. http://bit.ly/3qkbnDE

Link Google Scholar

Cress, T. (2019). Influence of the reflex math fact fluency program on math scores. [Doctoral Dissertation, Walden University]. http://bit.ly/3sryn5x

Link Google Scholar

Del-Moral, M., & Fernández, L.C. (2015). Videojuegos en las aulas: Implicaciones de una innovación disruptiva para desarrollar las Inteligencias Múltiples. Revista Complutense de Educación, 26, 97-118. https://doi.org/10.5209/rev_RCED.2015.v26.44763

Link DOI | Link Google Scholar

Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428

Link DOI | Link Google Scholar

Fernández-Robles, J.L., Gaytán-Lugo, L.S., Hernández-Gallardo, S.C., & García-Ruíz, M.A. (2019). La alfabetización cuantitativa en estudiantes de tercer grado de primaria a través de un juego serio. Revista Latinoamericana de Tecnología Educativa, 18(1), 131-147. https://doi.org/10.17398/1695-288X.18.1.131

Link DOI | Link Google Scholar

Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.

Link Google Scholar

Filella, G., Pérez-Escoda, N., & Ros-Morente, A. (2017). Evaluación del programa de educación emocional ‘Happy 8-12’ para la resolución asertiva de los conflictos entre iguales. Electronic Journal of Research in Education Psychology, 14(40), 582-601. https://doi.org/10.25115/ejrep.40.15164

Link DOI | Link Google Scholar

Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting. Corwin Press. https://bit.ly/33wqrEG

Link Google Scholar

Foegen, A., & Deno, S.L. (2001). Identifying growth indicators for low-achieving students in middle school mathematics. The Journal of Special Education, 35(1), 4-16. https://doi.org/10.1177/002246690103500102

Link DOI | Link Google Scholar

Fritz, C.O., Morris, P.E., & Richler, J.J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology. General, 141(1), 2-18. https://doi.org/10.1037/a0024338

Link DOI | Link Google Scholar

Geary, D.C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539-1552. https://doi.org/10.1037/a0025510

Link DOI | Link Google Scholar

Gómez-García, S., Planells-de-la-Maza, A.J., & Chicharro-Merayo, M. (2016). ¿Los alumnos quieren aprender con videojuegos? Lo que opinan sus usuarios del potencial educativo de este medio. Educar, 53(1), 49-66. https://doi.org/10.5565/rev/educar.848

Link DOI | Link Google Scholar

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025-3034. https://doi.org/10.1109/HICSS.2014.377

Link DOI | Link Google Scholar

Hieftje, K., Pendergrass, T., Kyriakides, T.C., Gilliam, W., & Fiellin, L. (2017). An evaluation of an educational video game on mathematics achievement in first grade students. Technologies, 5(2), 30. https://doi.org/10.3390/technologies5020030

Link DOI | Link Google Scholar

Kaufman, D. (2013). Videogames in education - comparing students’, student teachers’ and master teachers opinions and experiences. In O, Foley, M.T, Restivo, J. Uhomoibhi, & M. Helfert (Eds.), Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU (pp. 101-105). CSEDU. https://doi.org/10.5220/0004383701010105

Link DOI | Link Google Scholar

Kling, G., & Bay-Williams, J.M. (2014). Assessing basic fact fluency. Teaching Children Mathematics, 20(8), 488-497. https://doi.org/10.5951/teacchilmath.20.8.0488

Link DOI | Link Google Scholar

Lamb, R.L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158-167. https://doi.org/10.1016/j.chb.2017.10.040

Link DOI | Link Google Scholar

Marín-Díaz, V., Morales-Díaz, M., & Reche-Urbano, E. (2019). Educational possibilities of video games in the primary education stage according to teachers in training. A case study. Journal of New Approaches in Educational Research, 8(1), 42-49. https://doi.org/10.7821/naer.2019.1.330

Link DOI | Link Google Scholar

McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin. https://stanford.io/3xWkgaW

Link Google Scholar

Meiri, R., Levinson, O., & Horowitz-Kraus, T. (2019). Altered association between executive functions and reading and math fluency tasks in children with reading difficulties compared with typical readers. Dyslexia, 25(3), 267-283. https://doi.org/10.1002/dys.1624

Link DOI | Link Google Scholar

Mellado, R., Melgarejo, B., Velasquez, C., Cubillos, C., Roncagliolo, S., & Gonzalez, N. (2018). ROLE video game tool for teaching myths and legends to school basic students. 2018 37th International Conference of the Chilean Computer Science Society (SCCC), 1-8. https://doi.org/10.1109/SCCC.2018.8705258

Link DOI | Link Google Scholar

Michael, D.R., & Chen, S.L. (2006). Serious games: Games that educate, train and inform. Thomson Course Technology. https://bit.ly/3uFzQWz

Link Google Scholar

Pérez-Manzano, A., & Almela-Baeza, J. (2018). Gamificación transmedia para la divulgación científica y el fomento de vocaciones procientíficas en adolescentes. [Gamification and transmedia for scientific promotion and for encouraging scientific careers in adolescents]. Comunicar, 55, 93-103. https://doi.org/10.3916/C55-2018-09

Link DOI | Link Google Scholar

Pires, A.C., González-Perilli, F., Baka?a, E., Fleisher, B., Sansone, G., & Marichal, S. (2019). Building blocks of mathematical learning: Virtual and tangible manipulatives lead to different strategies in number composition. Frontiers in Education, 4, 1-11. https://doi.org/10.3389/feduc.2019.00081

Link DOI | Link Google Scholar

Romero-Rodríguez, L., & Torres-Toukomidis, A. (2018). Con la información sí se juega: Los newsgames como narrativas inmersivas transmedias. En A. Torres-Toukomidis & L. Romero-Rodríguez (Eds.), Gamificación en Iberoamérica. Experiencias desde la comunicación y la educación. Abya-Yala. https://bit.ly/2TLCK8O

Link Google Scholar

Rosenthal, J.A. (1996). Qualitative descriptors of strength of association and effect size. Journal of Social Service Research, 21(4), 37-59. https://doi.org/10.1300/J079v21n04_02

Link DOI | Link Google Scholar

Sánchez-Huete, J.C. (2013). Métodos de investigación educativa. Punto Rojo. https://bit.ly/3tFYZ1X

Link Google Scholar

Sarrell, D. (2014). The effects of reflex math as a response to intervention strategy to improve math automaticity among male and female at-risk middle school students. [Doctoral Dissertation, Liberty University]. http://bit.ly/3qiFdYV

Link Google Scholar

Stieler-Hunt, C., & Jones, C.M. (2015). Educators who believe: Understanding the enthusiasm of teachers who use digital games in the classroom. Research in Learning Technology, 23, 1-14. https://doi.org/10.3402/rlt.v23.26155

Link DOI | Link Google Scholar

Teixes, F. (2015). Gamificación: Fundamentos y aplicaciones. UOC. https://bit.ly/2SzJoEc

Link Google Scholar

Van-der-Ven, F., Segers, E., Takashima, A., & Verhoeven, L. (2017). Effects of a tablet game intervention on simple addition and subtraction fluency in first graders. Computers in Human Behavior, 72, 200-207. https://doi.org/10.1016/j.chb.2017.02.031

Link DOI | Link Google Scholar

Wouters, P., van-Nimwegen, C., van-Oostendorp, H., & van-der-Spek, E.D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265. https://doi.org/10.1037/a0031311

Link DOI | Link Google Scholar

Zagal, J.P., & Altizer, R. (2014). Examining «RPG elements»: Systems of character progression. In M. Mateas, T. Barnes, & I. Bogost (Eds.), Proceedings of the 9th International Conference on the Foundations of Digital Games, FDG 2014, Liberty of the Seas, Caribbean, April 3-7, 2014. https://bit.ly/3oEhli9

Link Google Scholar

Zagalo, N. (2010). Alfabetización creativa en los videojuegos: Comunicación interactiva y alfabetización cinematográfica. [Creative game literacy. A study of interactive media based on film literacy experience]. Comunicar, 35, 61-68. https://doi.org/10.3916/C35-2010-02-06

Link DOI | Link Google Scholar

Fundref

Crossmark

Technical information

Recebido: 19-01-2021

Revisado: 18-03-2021

Aceite: 28-04-2021

OnlineFirst: 15-06-2021

Data de publicação: 01-10-2021

Tempo de revisão do artigo: 58 dias | Tempo médio de revisão do número 69: 30 dias

Tempo de aceitação do artigo: 98 dias | Tempo médio de aceitação do número 69: 68 dias

Tempo de edição da pré-impressão: 209 dias | Tempo médio de edição pré-impressão do número 69: 180 dias

Tempo de processamento do artigo: 254 dias | Tempo médio de processamento do número 69: 225 dias

Métricas

Métricas deste artigo

Vistas: 5840

Leituras dos resumos: 4974

Descargas em PDF: 866

Métricas completas do Comunicar 69

Vistas: 63121

Leituras dos resumos: 50909

Descargas em PDF: 12212

Citado por