Gamification in The Teaching of Bibliographic Classification: experience at The Universidade Federal do Rio Grande do Norte
It aims to describe the pedagogical innovations using gamification strategies developed for the discipline Bibliographic Classification I taught in the Library Science course at the Federal University of Rio Grande do Norte. Gamification is the application of game mechanisms in non-playful contexts,...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Associação Brasileira de Educação em Ciência da Informação (ABECIN) |
| Repositorio: | Revista Brasileira de Educação em Ciência da Informação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.portal.abecin.org.br:article/328 |
| Acceso en línea: | https://portal.abecin.org.br/rebecin/article/view/328 |
| Access Level: | acceso abierto |
| Palabra clave: | Dewey Decimal Classification; Gamification; Significant learning; Active methodologies; Monitoring Dewey Decimal Classification Gamification Significant learning Active methodologies Monitoring Classificação Decimal Dewey Gamificação Aprendizagem significativa Metodologias ativas Monitoria Clasificación Decimal Dewey; Gamificación; Aprendizaje significativo; Metodologías activas; Tutoría |
| Sumario: | It aims to describe the pedagogical innovations using gamification strategies developed for the discipline Bibliographic Classification I taught in the Library Science course at the Federal University of Rio Grande do Norte. Gamification is the application of game mechanisms in non-playful contexts, in order to solve problems and promote motivation and engagement. The activities were developed between the teacher and the students participating in two monitoring projects during three semesters of 2020 and 2021, with a focus on significant learning for students and on the development of pedagogical skills and aptitudes for student monitors. The planning considered the definition of game mechanics, dynamics, and aesthetics to achieve the pedagogical goals. Wordwall (quiz) and Google Forms (escape games) tools were used, and as narratives, current issues under debate (sustainability, anti-racism), as well as popular series, movies, and computer games. Students expressed satisfaction with the proposed exercises, greater motivation and engagement during their execution and better understanding of the contents. For the monitors, it was an opportunity to review the content of the subjects, and to acquire skills in planning teaching activities and using these platforms for educational purposes. |
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