MASTER-CIO: uma aplicação transdisciplinar de Serious Games para o ensino de Tecnologia da Informação
DOI:
https://doi.org/10.51359/1679-1827.2023.256853Palavras-chave:
metodologia ativas e inovadoras, jogos sérios, ensino remoto, engajamento, tecnologia da informaçãoResumo
Objetivo: A pesquisa buscou avaliar como a sistemática de ensino e aprendizagem baseada em jogos sérios, utilizada para produzir, anteriormente, um jogo colaborativo denominado MASTER-PM, poderia ser adaptada/ajustada ao ensino de uma disciplina de TI.
Método/abordagem: A abordagem Design Science Research (DSR) guiou no desenvolvimento de um framework denominado MAnGve Game-based Learning (MGbL), utilizado para a produção do jogo MASTER-CIO. Os dados foram coletados por questionários e observação nas atividades e aulas.
Contribuições teóricas/práticas/sociais: O desenvolvimento e aplicação do MASTER-CIO produziu resultados similares de engajamento e rendimento acadêmico, quando comparados ao estudo do MASTER-PM.
Originalidade/relevância: O conhecimento foi sistematizado por meio de um framework para apoiar a aprendizagem baseada em jogos, denominado MAnGve Game-based Learning (MGbL).
Referências
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influenc-ing the E-learning system usage dur-ing COVID-19 pandemic. Education and Information Technologies, 25(6), 5261–5280. https://doi.org/10.1007/s10639-020-10219-y
Bouchillon, brandon C., & Stewart, P. A. (2021). Games-based trust: Role-playing the administrative experience of immigrants. New Media & Society, 23(3), 479–496. https://doi.org/https://doi.org/10.1177/1461444819900557
Costa, A. C. S., & Marchiori, P. Z. (2015). Gamificação, elementos de jo-gos e estratégia: uma matriz de refe-rência. InCID: Revista de Ciência Da In-formação e Documentação, 6(2), 44. https://doi.org/10.11606/issn.2178-2075.v6i2p44-65
Creswell, J. W. (2009). Research design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). SAGE Publications Inc.
de Araújo, S. A., de Barros, D. F., da Silva, E. M., & Cardoso, M. V. (2019). Applying computational intelligence techniques to improve the decision making of business game players. Soft Comput, 23, 8753–8763. https://doi.org/https://doi.org/10.1007/s00500-018-3475-4
Deterding, S. (2012). Gamification: de-signing for motivation. Interactions, 19(4), 14–17. https://doi.org/10.1145/2212877.2212883
Grund, C. K. (2015). How games and game elements facilitate learning and motivation: A literature review. Lecture Notes in Informatics (LNI), Proceedings - Series of the Gesellschaft Fur Informatik (GI), 246, 1279–1293.
Hevner, A. R., & Chatterjee, S. (2012). Design Science in Information Systems. In Springer (Vol. 28). https://doi.org/10.1007/978-1-4419-6108-2
Hitchens, M., & Drachen, A. (2009). The Many Faces of Role-Playing Games. International Journal of Role-Playing - Is-sue 1.
Hookham, G., & Nesbitt, K. (2019). 208-A systematic review of the definition and measurement of engagement in serious games. Proceedings of the Aus-tralasian Computer Science Week Multi-conference, 1–10. https://doi.org/10.1145/3290688.3290747
Hunicke, R., Leblanc, M., & Zubek, R. (2004). MDA: A formal approach to game design and game research. AAAI Workshop - Technical Report, WS-04-04, 1–5.
Jones, S., Novak, K., Luchs, C., & Ben-nani, F. (2020). Designing Seamless Learning Using Role-Playing Experi-ences. In Information Resources Man-agement Association (Ed.), Mobile De-vices in Education: Breakthroughs in Re-search and Practice (2 volumes) (1st ed., pp. 392–420). IGI Global. https://doi.org/10.4018/978-1-7998-1757-4.ch024
Kolb, D. A. (1984). Experiential Learn-ing: Experience as The Source of Learning and Development. Prentice Hall, Inc., 1984, 20–38. https://doi.org/10.1016/B978-0-7506-7223-8.50017-4
Koseoglu, S., & Bozkurt, A. (2018). An exploratory literature review on open educational practices. Distance Educa-tion, 39(4), 441–461. https://doi.org/10.1080/01587919.2018.1520042
Lacerda, D. P., Dresch, A., Antunes Júnior, J. A. V., & Proença, A. (2013). Design Science Research: A research method to production engineering. Gestao e Producao, 20(4), 741–761. https://doi.org/10.1590/S0104-530X2013005000014
Luna, A. J. H. d. de O., Silva, A. E. da, Lima, F. F. de, & Rocha, L. B. O. (2022). MASTER-PM: um serious game para mitigar os desafios do ensino remoto em Gerenciamento de Projetos. In EPQ - Ensino e Pesquisa em Administração e Contabilidade (Ed.), Anais do XLVI Encontro da ANPAD (EnANPAD2022). Anpad.com.br.
Luna, A. J. H. d. O., Marinho, M. L. M., & de Moura, H. P. (2020). Agile gov-ernance theory: operationalization. Innovations in Systems and Software En-gineering, 16(1), 3–44. https://doi.org/10.1007/s11334-019-00345-3
Luna, A. J. H. de O. (2015). Agile Gov-ernance Theory [Ph.D. Thesis. Computer Centre (CIn). Federal University of Pernambuco (UFPE). Recife, Pernam-buco, Brazil.]. https://repositorio.ufpe.br/handle/123456789/15494
Manyika, J., Lund, S., Chui, M., Bughin, J., Woetzel, J., Batra, P., Ko, R., & Sanghvi, S. (2017). Jobs lost, jobs gained: workforce transitions in a time of automation. http://hdl.voced.edu.au/10707/444873
Michael, D., & Chen, S. (2006). Serious Games: Games that Educate, Train and Inform. In Thomson Course Technology PTR.
Mitre, S. M., Siqueira-Batista, R., Gira-di-de-Mendonça, J. M., Morais-Pinto, N. M. de, Meirelles, C. de A. B., Pinto-Porto, C., Moreira, T., & Hoffman, L. M. A. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciências & Saúde Coletiva, 13(2), 2133–2144.
Peffers, K., Tuunanen, T., Rothen-berger, M. A., & Chatterjee, S. (2007). A Design Science Research Methodology for Information Systems Research. Journal of Management Information Sys-tems, 24(3), 45–77. https://doi.org/10.2753/MIS0742-1222240302
Ponikwer, F., & Patel, B. A. (2021). Work-Integrated Learning: A Game-Based Learning Activity That Enhanc-es Student Employability. Journal of Chemical Education, 98(3), 888–895. https://doi.org/10.1021/acs.jchemed.0c00919
Rasheed, R. A., Kamsin, A., & Abdul-lah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Edu-cation, 144, 103701.
Schöbel, S., Janson, A., Jahn, K., Kordyaka, B., Turetken, O., Djafarova, N., Saqr, M., Wu, D., Söllner, M., Ad-am, M., Gad, P. H., Wesseloh, H., & Leimeister, J. M. (2020). A research agenda for the why, what, and how of gamification designs: Outcomes of an ecis 2019 panel. Communications of the Association for Information Systems, 46(30), 706–721. https://doi.org/10.17705/1CAIS.04630
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-Based Learning. In J. Spector, M. Merrill, J. Elen, & M. Bish-op (Eds.), Handbook of Research on Edu-cational Communications and Technology (pp. 485–503). Springer. https://doi.org/https://doi.org/10.1007/978-1-4614-3185-5_38
Trinkenreich, B., Santos, G., & Barcel-los, M. P. (2018). SINIS: A GQM+Strategies-based approach for identifying goals, strategies and indi-cators for IT services. Information and Software Technology, 100(October), 147–164. https://doi.org/10.1016/j.infsof.2018.04.006
Tscharntke, T., Hochberg, M. E., Rand, T. A., Resh, V. H., & Krauss, J. (2007). Author sequence and credit for contri-butions in multiauthored publications. PLoS Biology, 5(1), e18. https://doi.org/10.1371/journal.pbio.0050018
Tucker, B. (2012). The flipped class-room. Education Next, 12(1), 82–83.
Valente, J. A. (2014). Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar Em Revista, 30, 79–97.
Venton, B. J., & Pompano, R. R. (2021). Strategies for enhancing remote stu-dent engagement through active learn-ing. Analytical and Bioanalytical Chemis-try, 413(6), 1507–1512. https://doi.org/10.1007/s00216-021-03159-0
Whitton, N. (2012). The place of game-based learning in an age of austerity. Electronic Journal of E-Learning, 10(2), 249–256.
Widodo, A., Nursaptini, N., Novitasa-ri, S., Sutisna, D., & Umar, U. (2020). From face-to-face learning to web base learning: How are student readiness? Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 10(2), 149–160.
Wieringa, R., & Daneva, M. (2015). Six strategies for generalizing software engineering theories. Science of Com-puter Programming, 101, 136–152. https://doi.org/10.1016/j.scico.2014.11.013
Yin, R. K. (2015). Estudo de Caso-: Plane-jamento e métodos (5th ed.). Bookman editora. https://doi.orgqi/8582602316
Yost Hammer, E., & Giordano, P. J. (2012). Active Learning. In Effective Col-lege and University Teaching: Strategies and Tactics for the New Professoriate (pp. 99–106). SAGE Publications, Inc. https://doi.org/10.4135/9781452244006.n11
Zumbach, J., Rammerstorfer, L., & Deibl, I. (2020). Cognitive and meta-cognitive support in learning with a serious game about demographic change. Computers in Human Behavior, 103, 120–129. https://doi.org/https://doi.org/10.1016/j.chb.2019.09.026
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2023 Gestão.org
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Os trabalhos assinados são de responsabilidade exclusiva do(s) autor(es).
Os direitos, inclusive os de tradução, são reservados.
É permitido citar os trabalhos publicados sem autorização prévia desde que seja identificada a fonte.
