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Advisor(s)
Abstract(s)
Nos últimos anos, o tema da motivação tem sido objeto de extensa investigação em diversos contextos e sob múltiplas perspetivas. No presente estudo, o conceito de motivação é explorado no âmbito da Educação, com a compreensão de que a excelência no processo de ensino-aprendizagem é alcançada através do fortalecimento da motivação tanto dos alunos como dos professores. A preocupação dos professores com a motivação dos alunos é atualmente uma questão amplamente reconhecida. Destaca-se, assim, a importância de enfrentar o desafio de manter os alunos motivados, independentemente da disciplina ou unidade curricular.
Diversos autores defendem que a implementação de metodologias ativas promove um envolvimento mais aprofundado dos alunos no processo educativo, enquanto desenvolve as suas capacidades de pensamento crítico.
Neste contexto, e com o intuito de mitigar o problema da desmotivação dos alunos, o presente trabalho visa analisar o contributo da gamificação para a motivação dos alunos. Este estudo é aplicando a uma turma de Economia A do 11.º ano, tendo como objetivo responder às seguintes questões de investigação: “Qual a influência da gamificação na motivação dos alunos?”; “Quais os constrangimentos encontrados através da utilização da gamificação em sala de aula?” e “Qual a perceção dos alunos sobre o uso da gamificação na promoção da sua motivação para a aprendizagem?”.
Para responder a estas questões, foram planeadas e lecionadas cinco aulas, com a duração de 90 minutos cada, integrando diversas atividades de gamificação desenvolvidas com os alunos da turma cooperante. No que concerne à componente de investigação, este trabalho adota metodologias qualitativas recorrendo a múltiplas fontes de recolha de dados, nomeadamente, observação participada, grelhas de observação, inquéritos por questionário e diários de campo.
Os resultados obtidos neste Relatório de Prática de Ensino Supervisionada (RPES) indicam que a aplicação da gamificação tem um impacto positivo na motivação dos alunos ao longo do processo de ensino-aprendizagem.
In recent years, the topic of motivation has been extensively researched in various contexts and from multiple perspectives. In this present study, the concept of motivation is analyzed within the scope of Education, with the understanding that excellence in the teaching-learning process is achieved through the strengthening of motivation for both students and teachers. The concern of teachers regarding student motivation is currently a widely recognized issue. Thus, the importance of addressing the challenge of keeping students motivated, regardless of the subject or curricular unit, is highlighted. Several authors argue that the use of active methodologies promotes a deeper engagement of students in the educational process while developing their critical thinking skills. In this context, and with the aim of mitigating the problem of student demotivation, this study aims to understand the contribution of gamification to student motivation. This study is applied to an 11th grade Economics A class, with the objective of answering the following research questions: “What is the influence of gamification on student motivation?”; “What are the constraints encountered when using gamification in the classroom?” and “What are students’ perceptions of the use of gamification in promoting their motivation for learning?”. To answer these questions, five 90-minute classes were planned and taught, with different gamification activities that were developed with the students in the cooperating class. Regarding the research component, this study adopts qualitative research methodologies using different sources to collect information, namely through participated observation, observation grids, questionnaire surveys and field diaries. The results of this Supervised Learner-Teaching report indicate that the use of gamification has a positive impact on student motivation during the teaching-learning process.
In recent years, the topic of motivation has been extensively researched in various contexts and from multiple perspectives. In this present study, the concept of motivation is analyzed within the scope of Education, with the understanding that excellence in the teaching-learning process is achieved through the strengthening of motivation for both students and teachers. The concern of teachers regarding student motivation is currently a widely recognized issue. Thus, the importance of addressing the challenge of keeping students motivated, regardless of the subject or curricular unit, is highlighted. Several authors argue that the use of active methodologies promotes a deeper engagement of students in the educational process while developing their critical thinking skills. In this context, and with the aim of mitigating the problem of student demotivation, this study aims to understand the contribution of gamification to student motivation. This study is applied to an 11th grade Economics A class, with the objective of answering the following research questions: “What is the influence of gamification on student motivation?”; “What are the constraints encountered when using gamification in the classroom?” and “What are students’ perceptions of the use of gamification in promoting their motivation for learning?”. To answer these questions, five 90-minute classes were planned and taught, with different gamification activities that were developed with the students in the cooperating class. Regarding the research component, this study adopts qualitative research methodologies using different sources to collect information, namely through participated observation, observation grids, questionnaire surveys and field diaries. The results of this Supervised Learner-Teaching report indicate that the use of gamification has a positive impact on student motivation during the teaching-learning process.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e de Contabilidade, 2024, Universidade de Lisboa, Instituto de Educação
Keywords
Gamificação Motivação dos alunos Economia - Estudo e ensino Aprendizagem ativa Relatórios da prática de ensino supervisionada - 2024