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.

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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

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Fraga-Varela, F., Vila-Couñago, E., & Martínez-Piñeiro, E. (2021). The impact of serious games in mathematics fluency: A study in Primary Education. [Impacto de los juegos serios en la fluidez matemática: Un estudio en Educación Primaria]. Comunicar, 69, 125-135. https://doi.org/10.3916/C69-2021-10

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