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Analog and digital games as a pedagogical tool in the teacher training context

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dc.contributor.authorRibeiro, Maria do Céu
dc.date.accessioned2020-06-29T09:25:23Z
dc.date.available2020-06-29T09:25:23Z
dc.date.issued2019
dc.description.abstractThis article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationRiberio, Maria do Céu (2019). Analog and digital games as a pedagogical tool in the teacher training context. Research in Social Sciences and Technology. ISSN 2468-6891. 4:2, p. 163-173pt_PT
dc.identifier.issn2468-6891
dc.identifier.urihttp://hdl.handle.net/10198/22413
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherResearch in Social Sciences and Technologypt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectInitial teacher trainingpt_PT
dc.subjectGamept_PT
dc.subjectAnalog gamept_PT
dc.subjectDigital gamept_PT
dc.subjectTeaching of the 1st Cycle of Basic Educationpt_PT
dc.titleAnalog and digital games as a pedagogical tool in the teacher training contextpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage173pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage163pt_PT
oaire.citation.titleResearch in Social Sciences and Technologypt_PT
oaire.citation.volume4pt_PT
person.familyNameRibeiro
person.givenNameMaria do Céu
person.identifier.ciencia-id9C14-71F7-3F36
person.identifier.orcid0000-0002-2616-2716
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication8453a614-3184-4113-b217-a4cb9b198d40
relation.isAuthorOfPublication.latestForDiscovery8453a614-3184-4113-b217-a4cb9b198d40

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