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- Design and evaluation of a gamified e-learning system for statistics learning activitiesPublication . Tenório, Marcos Mincov; Lopes, Rui Pedro; Góis, Lourival Aparecido de; Santos Júnior, GuataçaraResearchers in statistics learning have made an effort to develop technological solutions to support students in this field. However, such solutions must involve and engage students to perform learning activities to develop their statistical thinking. In this scenario, this study proposes the design of a gamified e-learning system to involve students when they perform learning activities. We analyze students’ behavior towards statistics activities when using the environment. To achieve these goals, this project focuses on a gamified structure for the development of learning activities with a reward system. The learning activities are based on question and answers developed by teachers to measure the students’ understanding of different course contents and also provide them with a problem-based approach. The project was applied in a Probability and Statistics course during 30 days. The results suggest a positive outcome mostly because the designed gamification elements achieved their desired role inside the environment.
- Elements of gamification in virtual learning environments: a systematic reviewPublication . Tenório, Marcos Mincov; Reinaldo, Francisco; Góis, Lourival Aparecido de; Lopes, Rui Pedro; Santos Júnior, GuataçaraInformation technologies have introduced several changes in teaching and learning environments. In this scenario, the gamification technique emerges as a promissing approach, considering the impact on the students’ motivation and appealing to their participation. This paper describes a systematic review addressing gamification in virtual learning environments (VLE), presenting an overview on how gamification has been applied in these scenarios. This review was based on papers published in highly scored journals in the field of computers in education. The papers were selected according to the gamification theme, and the content was analyzed and a state of the art built, according to the retrieved qualitative data. The results seem to reveal that there are significant gains derived from the adoption of gamification in VLE. However, some gains are not unanimous and it depends on how the elements are applied. This paper also suggests a basis for future work aiming at applying gamification in a VLE.
- A gamified virtual learning environment for statistics learningPublication . Tenório, Marcos Mincov; Lopes, Rui Pedro; Góis, Lourival Aparecido de; Santos Júnior, GuataçaraVirtual Learning Environments (VLE) provide a way for students to access and interact with learning experiences and assume the responsibility for their own learning, overcoming passive attitudes of listening and memorizing content. In other words, VLEs should be developed to provide teaching and learning environments that allows students to assume an active role in the development of their own knowledge and to increase their involvement. This work describes an experience of the application of a gamified VLE for the development of non- presential teaching and learning activities in the course of Statistics in a Management degree. To assess its impact, a quanti-qualitative methodology was used. Data was collected by four instruments: an online questionnaire with closed questions for students, an online questionnaire with open questions for students, a structured interview with the teacher, and instrumentation of the VLE to collect users’ actions on the platform. Results suggest that both teacher and students consider that it is beneficial to use the VLE because of its ubiquity and flexibility. Both students and the teacher consider that using VLE is beneficial, although the adaptation to gamification elements and concepts is still a challenge. The involvement of the teacher and the articulation between the VLE and the pedagogical approach is of the utmost importance to foster the students’ involvement in the teaching-learning process.
- Influence of gamification on khan academy in Brazilian high schoolPublication . Tenório, Marcos Mincov; Lopes, Rui Pedro; Góis, Lourival Aparecido de; Junior, Guataçara dos SantosThis article approaches current pedagogical practices in the national guidelines, related to the use of information and communication technologies. We report the actions taken in a compulsory curricular internship of the bachelor’s degree in informatics of the UTFPR- Francisco Beltrão Campus. The internship student performs observation and experiment inside a first-year high school classroom and suggest the use of an e-learning tool to support learning, reinforce classroom concepts and motivate students to perform extra classroom activities. Gamification technique was suggested seeking to increase students’ motivation, engagement and commitment. To address this issue, the e-learning system of Khan Academy was selected and their structure and functions was studied, serving as technological support for gamification actions. An experiment was proposed to obtain results regarding the Khan Academy and gamification usage inside a classroom environment. When applied, Khan Academy has proved to be a promising tool regarding new opportunities and ways of engaging student especially with the built-in gamified structures. Yet, the role of teachers in motivating students to perform extra- classroom activities in the pursuit of knowledge remains crucial, even with the use of online tools and gamification technique.
- Students` learning autonomy: a systematic literature reviewPublication . Lopes, Rui Pedro; Mesquita, Cristina; Góis, Lourival Aparecido de; Santos Júnior, GuataçaraHigher education finds a set of challenges covering several areas and sectors, resulting from the increasing number of students, their academic and cultural diversity, the demands of the labor market, among others. This massification of training, coupled with budgetary and infrastructural constraints, the uncertainty in the renewal of teaching and non-teaching staff within the requirements to maintain quality and high levels of success, requires creative pedagogical methodologies, especially in the first year, where students face the highest dropout and unsuccess ratio. In this context, Higher Education Institutions encourages teachers to reflect on these issues, providing pedagogical training opportunities and encouragement to implement alternative pedagogical practices, in order to diversify the methodologies so that they can be better adapted to different students’ profile. However, there is still no concern to help the student to organize their autonomous study time. Students have considerable difficulties organizing their personal study time. The fragmentation of the schedule, the distribution of theoretical classes, articulation with the practical learning experiences and the lack of planning of the non-classroom time aggravate the difficulties in time organization. A good organization and planning are fundamental for fostering students’ persistence, motivation and, consequently, provide the possibility for higher success ratios. This study seeks to survey the challenges faced by students and teachers in organizing autonomous study time. Based on a systematic literature review, the definition of concepts, impact of time organization in the students’ success, and the institutional concern with the autonomous learning time (non-presential hours) are researched. It is observed that the difficulty is considerable, although few initiatives are taken to help the students to achieve better organization and a better autonomous learning process.
- The experience of the application of a gamified virtual learning environment in higher educationPublication . Tenório, Marcos; Lopes, Rui Pedro; Góis, Lourival Aparecido de; Mesquita, Cristina; Santos Júnior, GuataçaraVirtual Learning Environments (VLE) provide a way for students to access and interact with learning experiences and assume the responsibility for their own learning, overcoming passive attitudes of listening and memorizing content. In other words, VLEs should be developed to provide teaching and learning environments that allows students to assume an active role in the development of their own knowledge and to increase their involvement. This work describes an experience of the application of a gamified VLE for the development of non- presential teaching and learning activities in the course of Statistics in a Management degree. To assess its impact, a quanti-qualitative methodology was used. Data was collected by four instruments: an online questionnaire with closed questions for students, an online questionnaire with open questions for students, a structured interview with the teacher, and instrumentation of the VLE to collect users’ actions on the platform. Results suggest that both teacher and students consider that it is beneficial to use the VLE because of its ubiquity and flexibility. Both students and the teacher consider that using VLE is beneficial, although the adaptation to gamification elements and concepts is still a challenge. The involvement of the teacher and the articulation between the VLE and the pedagogical approach is of the utmost importance to foster the students’ involvement in the teaching-learning process.