Gamificação como estratégica de aprendizagem em aulas remotas: uma revisão da literatura

Abstract

The Covis-19 pandemic in 2020 interrupted face-to-face teaching in Brazilian schools, which began to use a new teaching modality, Emergency Remote Teaching. This exacerbated problems such as dropout and lack of interest that already existed in face-to-face teaching. At this point it is important to use active methodologies to make classes more attractive. The general objective of the present work is to evaluate the contributions of gamification as a learning strategy in classes during Emergency Remote Teaching. Gamification seeks to use game mechanics and elements in different contexts such as education, to motivate, challenge and engage people, facilitating learning through playful ways. This research was exploratory in nature, configured as a study of Systematic Literature Review (RSL). Seeking to understand how gamification was important as an active methodology to improve learning in Emergency Remote Teaching classes during the covid-19 pandemic, at first, an analysis was made of the selected articles that met the inclusion and exclusion criteria, after all the analyzes were selected from a total of 15 articles. Several tools were found in the studies, such as: google form, google spreadsheet, google classroom, quizizz, kahoot, wordwall, padlet, mentienter, nearpod, socrative, canva and mendmeister. All articles showed positive results using gamification in remote classes, confirming that the use of gamification as a didactic strategy contributes positively to the teaching process, combining fun and learning, motivating and making classes more enjoyable and dynamic.