Modelo conceitual de uma plataforma digital para desenvolvimento de competências socioemocionais

Abstract

Technological advances have significantly influenced the educational scenario, giving rise to Education 5.0, which prioritizes the development of socio-emotional competencies. This educational paradigm highlights the importance of skills such as collaboration, resilience and critical thinking in training students for the challenges of the 21st century. In this context, digital teaching platforms are environments that provide a more dynamic and diverse learning experience in relation to structure, format, and teaching content. Complemented by interactive and gamified features, these platforms have the potential to engage students even more effectively. To explore this approach, a systematic mapping was carried out on digital tools that have been applied in teaching and their characteristics. The result of this mapping allowed us to observe a trend in the use of educational games and gamification, in addition to a gap regarding digital accessibility. Thus, the present work created a conceptual model of a digital teaching platform that adopts the Game-Based Learning strategy for the development of socio-emotional competencies. The Design Science Research methodology was adopted, which provides guidelines for creating artifacts as a solution to a specific problem. To evaluate the student's performance, the Stealth Assessment method was used, which consists of monitoring the student's progress in a continuous and non-intrusive way, during learning. The evaluation process was structured through Evidence-Centered Design, in which the socio-emotional aspects to be observed were defined. Using Bayesian networks, it was possible to establish a method to analyze the collected data and, based on this, make inferences about student performance. This approach aimed to ensure a more accurate and evidence based assessment. Through test scenarios, a validation of the proposed model was carried out, noting that the platform's modeling presents itself as a digital resource to support teaching and learning in an inclusive way, favoring the development and assessment of socio-emotional competencies.