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Aprendizagem Baseada em Jogos e Gamificação no Ensino-Aprendizagem da Informática
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Resumo(s)
O presente Relatório de Estágio foi elaborado no âmbito do Mestrado em Ensino de Informática da Universidade dos Açores e documenta a experiência desenvolvida ao longo de quatro Estágios Pedagógicos, abrangendo desde a Educação Pré-Escolar (EPE) até ao Ensino Secundário (ES).
Este percurso permitiu uma reflexão aprofundada sobre a prática docente e a o desenvolvimento de estratégias pedagógicas inovadoras, nomeadamente a Aprendizagem Baseada em Jogos e a Gamificação, no ensino-aprendizagem da Informática. Através da implementação destas estratégias, procurou-se explorar e compreender o seu potencial e relevância em diversas dimensões inerentes ao ensino-aprendizagem, bem como os desafios colocados por estas abordagens em diferentes níveis educativos.
Em complementaridade com os Estágios Pedagógicos desenvolveu-se uma investigação que contemplou a recolha de dados junto de alunos e professores de Informática, visando aprofundar conhecimentos sobre as perceções destes face à ABJ e à Gamificação. Os resultados obtidos indicam que a ABJ e a Gamificação constituem abordagens reconhecidas como envolventes e motivadoras, com potencial na promoção de aprendizagens ativas e significativas em Informática.
Neste enquadramento, evidencia-se a importância fundamental da ação docente, intencional e reflexiva, na criação e gestão das atividades envolvendo jogos e Gamificação, no sentido de promover um necessário equilíbrio entre elementos de competição-colaboração, bem como uma boa adequação à diversidade de cada contexto educativo e aos perfis de aprendizagem dos alunos.
Os Estágios Pedagógicos foram, assim, espaços privilegiados de experimentação e aprendizagem, contribuindo decisivamente para o desenvolvimento pessoal e profissional, pela mobilização de conhecimentos e construção de novas competências essenciais para a docência no ensino da Informática.
ABSTRACT: This Internship Report was prepared within the scope of the Master’s Degree in Informatics Teaching at the University of the Azores and documents the experience developed throughout four Pedagogical Internships, ranging from Pre-School Education to Secondary Education. This path enabled an in-depth reflection on teaching practice and the development of innovative pedagogical strategies, namely Game-Based Learning (GBL) and Gamification, in the teaching and learning of Informatics. Through the implementation of these strategies, the aim was to explore and understand their potential and relevance in various dimensions inherent to teaching and learning, as well as the challenges posed by these approaches at different educational levels. In addition to the Pedagogical Internships, a research component was developed, which included the collection of data from Informatics students and teachers, with the aim of deepening knowledge regarding their perceptions of GBL and Gamification. The results indicate that GBL and Gamification are perceived as engaging and motivating approaches, with potential to promote active and meaningful learning in Informatics. In this context, the fundamental importance of intentional and reflective teaching practice is highlighted, particularly in the design and management of activities involving games and Gamification, with a view to achieving a necessary balance between competition and collaboration elements, as well as an appropriate adaptation to the diversity of each educational context and to students’ learning profiles. The Pedagogical Internships were, therefore, privileged spaces for experimentation and learning, making a decisive contribution to personal and professional development, through the mobilisation of knowledge and the construction of new skills essential for teaching Informatics.
ABSTRACT: This Internship Report was prepared within the scope of the Master’s Degree in Informatics Teaching at the University of the Azores and documents the experience developed throughout four Pedagogical Internships, ranging from Pre-School Education to Secondary Education. This path enabled an in-depth reflection on teaching practice and the development of innovative pedagogical strategies, namely Game-Based Learning (GBL) and Gamification, in the teaching and learning of Informatics. Through the implementation of these strategies, the aim was to explore and understand their potential and relevance in various dimensions inherent to teaching and learning, as well as the challenges posed by these approaches at different educational levels. In addition to the Pedagogical Internships, a research component was developed, which included the collection of data from Informatics students and teachers, with the aim of deepening knowledge regarding their perceptions of GBL and Gamification. The results indicate that GBL and Gamification are perceived as engaging and motivating approaches, with potential to promote active and meaningful learning in Informatics. In this context, the fundamental importance of intentional and reflective teaching practice is highlighted, particularly in the design and management of activities involving games and Gamification, with a view to achieving a necessary balance between competition and collaboration elements, as well as an appropriate adaptation to the diversity of each educational context and to students’ learning profiles. The Pedagogical Internships were, therefore, privileged spaces for experimentation and learning, making a decisive contribution to personal and professional development, through the mobilisation of knowledge and the construction of new skills essential for teaching Informatics.
Descrição
Dissertação de Mestrado, Ensino em Informática, 23 de maio de 2025, Universidade dos Açores.
Palavras-chave
Ensino de Informática Aprendizagem Baseada em Jogos Aprendizagem Baseada no Desenvolvimento de Jogos Gamificação
Contexto Educativo
Citação
CABRAL, Carlos André Ferreira. (2025). Aprendizagem Baseada em Jogos e Gamificação no Ensino-Aprendizagem da Informática. Ponta Delgada: Universidade dos Açores, 2025, 157 p. Dissertação de Mestrado em Ensino de Informática. Disponível em http://hdl.handle.net/10400.3/8997