Banca de DEFESA: FABRICIO DOMINGOS FERREIRA DA ROCHA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FABRICIO DOMINGOS FERREIRA DA ROCHA
DATE: 03/11/2021
TIME: 15:00
LOCAL: Google Meet
TITLE:

Gamification and Open Learner Models: An experimental study on self-regulated learning 

KEY WORDS:

Open learner models, gamification, intelligent tutoring systems

PAGES: 99
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

The search for increasingly efficient learning in online environments has encouraged the growing development of research. Learning is often perceived as a tedious activity, which intensifies the very high dropout rates. In recent years, several methods have been applied in order to keep the student engaged in the learning environment in such a way as to transform the tedious activity into a pleasurable and fun one. Computer games allow students to experience ways of learning that demonstrate immersion in a practice, supported by structures that lead to professional experiences and skills, thus, games are seen as a tool that facilitates and supports student learning. In this sense, Gamification uses game elements in non-game environments, with the aim of promoting student engagement, transforming the tedious activity into a pleasurable one. Although several works show positive results with the use of gamification, it is common not to get the student to awaken independence in the learning process. Self-regulation of learning is characterized as the student's ability to act in their learning environment, reflecting and making decisions about which path would be more convenient for better learning. In this way, the student acts in an active and constructive way in the process, in which they establish goals that will guide their learning. In this sense, the OLM (Open Learning Model) enables the opening of the student model, and thus, the student will be able to view information related to the learning process itself, allowing active participation in the learning process, being able to make decisions about which are the paths that generate more results for him in the online environment. Thus, the present work aimed to verify, through a controlled experiment, whether the use of gamification in an online environment with an open model would bring significant results in self-regulation and student learning. For this, two open model environments were compared, one with and the other without gamification, in which students (schools, institutes and public universities) would have to answer 15 questions in an application developed for android, the first 10 being common to all and the other 5 questions customized by them, regarding the level and content of the questions, and at this stage the student would have the version with or without gamification, randomly distributed after accessing the application. The results showed that there was no significant difference between versions with and without gamification, both with regard to self-regulation and learning.

BANKING MEMBERS:
Presidente - 2943096 - DIEGO DERMEVAL MEDEIROS DA CUNHA MATOS
Interno - 2554913 - IG IBERT BITTENCOURT SANTANA PINTO
Externo ao Programa - 2494583 - ALAN PEDRO DA SILVA
Externa à Instituição - ELAINE HARADA TEIXEIRA DE OLIVEIRA - UFAM