Um framework conceitual para o planejamento de aulas gamificadas

Abstract

For teachers to develop gamified lesson plans, it is essential to have adequate support that contributes to the teaching and learning process. In addition, adaptations may be necessary in the application of gamification to meet the particularities of each student. The objective of this research was to develop and evaluate a conceptual framework for the planning of gamified classes. The framework was structured based on gamification strategies and the principles of Universal Design for Learning (UDL). The investigation on the use of the framework involved 15 teachers who work in the early years of elementary school. For data collection, systematic observations and structured interviews were conducted. Data analysis used content analysis and descriptive statistics methods. The results indicate that the framework offers significant support to the work of teachers, considering the individuality of each student and positioning him as the central subject in the teaching and learning process. The participants of the research expressed, through a questionnaire, the intention to continue using and recommend the use of the framework to other teachers. In the interviews, the participants made relevant comments about its practical applicability. Therefore, the framework is an educational product with great potential to contribute to the development of gamified classes, promoting the student's protagonism in their learning process.