A utilização de um ambiente lúdico «Jogos Digitais vs Jogos Analógicos» nas aprendizagens dos alunos: contributos de um estudo comparativo no 1.º Ciclo do Ensino Básico
Type
article
Creator
Publisher
Identifier
Gil, H. & Paraíso, D, (2022). A utilização de um ambiente lúdico «Jogos Digitais vs Jogos Analógicos» nas aprendizagens dos alunos: contributos de um estudo comparativo no 1.º Ciclo do Ensino Básico. Brasil Journal of Development, ISSN: 2525-8761, v. 8, n. 9, p. 60695-60707 DOI:10.34117/bjdv8n9-020
2525-8761
10.34117/bjdv8n9-020
Title
A utilização de um ambiente lúdico «Jogos Digitais vs Jogos Analógicos» nas aprendizagens dos alunos: contributos de um estudo comparativo no 1.º Ciclo do Ensino Básico
The use of a playful environment «Digital Games vs. Analog Games» in students' learning: contributions of a comparative study in the 1st cycle of basic education
The use of a playful environment «Digital Games vs. Analog Games» in students' learning: contributions of a comparative study in the 1st cycle of basic education
Subject
1.º CEB
Contexto lúdico
Jogos analógicos
Jogos digitais
Basic Education
Ludic context
Analogic games
Digital games
Contexto lúdico
Jogos analógicos
Jogos digitais
Basic Education
Ludic context
Analogic games
Digital games
Date
2022-09-12T10:19:34Z
2022-09-12T10:19:34Z
2022-09
2022-09-12T10:19:34Z
2022-09
Description
O jogo e o ato de jogar constituem as atividades mais apreciadas pelas crianças. Neste sentido, ao promover contextos lúdicos em contexto de sala de aula permite ir ao encontro das apetências dos alunos. O objetivo da investigação foi o de avaliar se a utilização de um contexto lúdico em sala de aula poderia promover uma maior motivação e consequentemente melhores aprendizagens dos alunos se utilizassem, em termos comparativos, jogos digitais ou jogos analógicos. A investigação foi de caráter qualitativo no seio de uma investigação-ação e de um estudo comparativo. Os instrumentos de investigação consistiram numa observação participante, notas de campo e registos fotográficos. Ao longo das sessões de intervenção foram realizadas atividades que envolveram jogos digitais (3 na área da matemática e 7 na área do português) e jogos analógicos (5 na área da matemática, 6 na área do Português e 4 na área do Estudo do Meio). A seleção dos jogos (digitais e analógicos) foi sempre realizada de acordo com os objetivos e os conteúdos constantes nas planificações, indo ao encontro dos conteúdos programáticos em estudo. Em todas as sessões a motivação foi evidente, os alunos aderiram aos jogos e ‘brincando foram aprendendo’. Contudo, o suporte digital foi aquele que foi mais requerido e pretendido pelos alunos e foi aquele onde foi notória uma maior interacção. Em termos comparativos, verificou-se que a inclusão dos jogos digitais promove um maior envolvimento dos alunos e, pela interação e prazer que gerou nos alunos, houve da sua parte a vontade em jogar mais, o que gerou mais aprendizagens, pelo que se conclui que a inclusão de jogos digitais, com um enquadramento pedagógico, deve ser uma prioridade, porque vai ao encontro dos gostos e interesses dos alunos e porque lhes confere uma exposição às tecnologias/recursos digitais, em voga nos tempos atuais. Esta exposição e consequente manipulação de recursos digitais são essenciais para aquisição de uma literacia digital tão importante na presente sociedade também ela cada vez mais digital.
The game and the act of building as activities most appreciated by children. In this sense, by promoting playful contexts in the classroom, meeting the needs of students. The study was to study the use of a playful context in the classroom and used to facilitate the use of learning, in terms of student use, digital games or if used for learning purposes. The investigation was of a qualitative nature within an action-research and a comparative study. The investigation instruments consist of a participant observation, field notes and photographic records. Throughout the intervention sessions were carried out in the area of studies in the area of Mathematics and digital games (3 in the area of mathematics and 4 in the area of games in the area of mathematics, 6 in the area of Portuguese Studies and 4 in the area of games in the Portuguese study area, 6 in the Portuguese study area and 4 in the mathematics area of study, 6 in the Portuguese study area and 4 in the Portuguese study area in the study area in the Portuguese study area and 4 in the area of study in the area of Mathematics, 6 in the area of Study of Portuguese and 4 in the area of play in the area of Mathematics, 6 in the area of Study of Portuguese. the objectives are always constant contents in the plans, according to the studies of the contents. In all the initiatives as motivation was evident, the students adhered to the games and 'playing they learned'. The support was the one that was most requested and requested by the students and it was the one where it was not for greater interaction. In comparative terms, games happened that the inclusion of students and, by the interaction and pleasure that generated more students, which concludes their willingness to play more, which concludes that the inclusion of digital games, with a pedagogical framework , should be a priority, because it meets the tastes and interests of students and because they give an exposure to digital technologies/resources, in vogue nowadays. This exposure and consequent manipulation of digital resources are essential for the acquisition of such an important digital literature in society that is also increasingly digital.
info:eu-repo/semantics/publishedVersion
The game and the act of building as activities most appreciated by children. In this sense, by promoting playful contexts in the classroom, meeting the needs of students. The study was to study the use of a playful context in the classroom and used to facilitate the use of learning, in terms of student use, digital games or if used for learning purposes. The investigation was of a qualitative nature within an action-research and a comparative study. The investigation instruments consist of a participant observation, field notes and photographic records. Throughout the intervention sessions were carried out in the area of studies in the area of Mathematics and digital games (3 in the area of mathematics and 4 in the area of games in the area of mathematics, 6 in the area of Portuguese Studies and 4 in the area of games in the Portuguese study area, 6 in the Portuguese study area and 4 in the mathematics area of study, 6 in the Portuguese study area and 4 in the Portuguese study area in the study area in the Portuguese study area and 4 in the area of study in the area of Mathematics, 6 in the area of Study of Portuguese and 4 in the area of play in the area of Mathematics, 6 in the area of Study of Portuguese. the objectives are always constant contents in the plans, according to the studies of the contents. In all the initiatives as motivation was evident, the students adhered to the games and 'playing they learned'. The support was the one that was most requested and requested by the students and it was the one where it was not for greater interaction. In comparative terms, games happened that the inclusion of students and, by the interaction and pleasure that generated more students, which concludes their willingness to play more, which concludes that the inclusion of digital games, with a pedagogical framework , should be a priority, because it meets the tastes and interests of students and because they give an exposure to digital technologies/resources, in vogue nowadays. This exposure and consequent manipulation of digital resources are essential for the acquisition of such an important digital literature in society that is also increasingly digital.
info:eu-repo/semantics/publishedVersion
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
Comments
