Banca de DEFESA: JANAINA MARIA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JANAINA MARIA DA SILVA
DATE: 24/01/2023
TIME: 09:30
LOCAL: Centro de Educação
TITLE:

Assessment for learning with Escape Room in Higher Education

KEY WORDS:

Digital Culture. Evaluation. Digital games. Higher education.

PAGES: 116
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

In a society immersed in digital culture, the educational scenario seeks to incorporate technological artifacts with the potential to contribute, adapt and innovate in pedagogical practices. In this context, Learning Based on Digital Games (DGBL) presents itself as a guide for the incorporation of games, such as Escape Room (ER). Thus, this study aims to analyze, from the experiences of developing Educational Escape Rooms (EER), how teachers plan and assess learning. This objective is constituted under the understanding that, in most cases, the priority in evaluating teaching-learning processes through the interaction of RE falls on the evaluation of experiences. Thus, we seek to answer the following question: How do professors who develop educational escape rooms in higher education plan and carry out the assessment for learning? The research is identified in the methodological field as qualitative (YIN, 2016) of a descriptive nature, supported by the perception of Experiential Research (MICCOLI, 2007; KOLB, 2014) that values experience as a research unit. In addition, the investigation is supported by the Phenomenological Hermeneutic approach (DITTRICH; LEOPARDI, 2015) which subsidizes the understanding and values of the experiences of human beings. In the theoretical context of the developed study, it is possible to highlight some relevant concepts to situate the study: digital culture, game-based learning, escape room, and assessment for learning. The experiences of 4 higher education professors from institutions recognized by the Ministry of Education (MEC) were collected, observed, and analyzed through a questionnaire prepared, validated by experts (HERMIDA; ARAÚJO, 2006) and disseminated (via WhatsApp, email, and by the website of the Federal University of Alagoas-Ufal). In this study, most of the interviewees are teachers from the public Higher Education network and have already developed EER. Through data analysis, it was possible to observe that, mostly, the number of evidenced experiences refers to social experiences, followed by affective, contextual, and pedagogical experiences. In addition, the research showed that, due to the results obtained, the understanding of teachers who agree that ER contributes to the student's cognitive development is preponderant. Regarding assessment for learning, it was possible to infer, according to the data collected, that planning is seen as an instrument that contributes to the process of building assessment for learning and thus contributes to effective and qualitative learning.

BANKING MEMBERS:
Presidente - 1820982 - FERNANDO SILVIO CAVALCANTE PIMENTEL
Interno(a) - 3288419 - CLEIDE JANE DE SA ARAUJO COSTA
Externo(a) à Instituição - JOÃO AUGUSTO MATTAR NETO - PUC - SP