Gaming practices and technologies in education: their educational potential, limitations and problems in the world-of-work and world-of-play context
DOI:
https://doi.org/10.20952/revtee.v13i32.14276Palavras-chave:
jogo, gamificação, ontologia, pedagogia, filosofia da educaçãoResumo
Este artigo disserta e discute sobre as potenciais possibilidades, limitações e problemas relacionados a uso de jogos e tecnologias de jogo (tais como gamificação) na educação. Para tanto, consideramos ontologicamente os jogos como realidades condicionais. O conceito de Mundo-do-Trabalho e Mundo-do-Jogo, desenvolvido pelas ideias da fenomenologia social sobre lifeworld e Multiple Realities, é uma base metodológica para análise e diferenciação de atividades lúdicas e não lúdicas, que constitui-se como a novidade científica deste artigo. Na nossa pesquisa chegamos às seguintes conclusões: a transformação da aprendizagem em atividade lúdica fará com que os alunos se acostumem a perceber o Mundo-do-Trabalho (dever, compulsão) como uma analogia ao Mundo-do-jogo (desejo, liberdade) e a escola perderá seu papel de agente de socialização que faz a preparação para vida que na maioria doa casos atua como o Mundo-do-Trabalho-e-Tráfego e não como o Mundo-do-Jogo. Ou então os alunos se cansarão de jogar, e os jogos perderão o seu atrativo (inclusive por suspeitarem dessa tecnologia manipulativa). Como resultado, concluímos que a educação baseada em jogos, com todas as suas vantagens, não deve ser tomada como uma panaceia.
Downloads
Referências
ALGAVI, Leila; DESYAEVA, Natalia; KILPELYAYNEN, Evgenia; VOLKOVA, Irina. Gamification in Education: Boss Fight. In: LO, Sing Kai (Ed.). EEIA2017 Proceedings. Moscow: Russian Acad. Educ., 2017, v. 28, p. 61-69. DOI: 10.15405/epsbs.2017.08.8.
BEN-SHAHAR, Tal. Happier: Learn the Secrets to Daily Joy and Lasting Fulfillment. New York: McGraw-Hill, 2007.
BUKHTOYAROV, Mikhail; KOZLOVA, Maria. Gamification of teaching philosophy on the example of the game ‘Philosophical hunt’. Filosofiya Obrazovaniya - Philosophy of Education, v. 77, n. 4, p. 128-137, 2018. DOI: 10.15372/PHE20180412
BURKE, Brian. GAMIFY: How Gamification Motivates People to do Extraordinary Things. EUA: Gartner, Inc., 2014.
BRITO, C. D. A. S.; NUNES, C. P. The intensification of teaching work in the context of the commercialization of higher education in Brazil. Journal of Research and Knowledge Spreading, v. 1, n. 1, p. 1-17, 2020.
CAILLOIS, Roger. Man, Play and Games. Trans. by Meyer Barash. New York: Free Press of Glencoe, 1961.
ÇEKER, Eser; ÖZDAMLI, Fezile. What ‘gamification’ is and what it’s not. European Journal of Contemporary Education, v. 6, n. 2, p. 221-228, 2017. DOI: 10.13187/ejced.2017.2.221
CHOU, Yu-kai. Actionable Gamification: Beyond Points, Badges and Leaderboards. Lean Publishing, 2016. Available at: http://leanpub.com/actionable-gamification-beyond-points-badges-leaderboards. Accessed date: 17 August 2020.
CSIKSZENTMIHALYI, Mihaly. Play and Intrinsic Rewards. In: CSIKSZENTMIHALYI, Mihaly (Author). Flow and the Foundations of Positive Psychology. Chapter 10. Springer, Dordrecht, p. 138-153, 1975/2014.
DETERDING, Sebastian; DIXON, Dan; KHALED, Rilla; NACKE, Lennart. From game design elements to gamefulness: Defining ‘gamification’. In: LUGMAYR, Artur; FRANSSILA, Heljä; SAFRAN, Christian; HAMMOUDA, Imed (Eds.). MindTrek '11 Proceedings. Tampere: Academic MindTrek, 2011, p. 9-15.
Dias, Alfrancio Ferreira. Trans* escrevivências as a pedagogical power. Journal of Research and Knowledge Spreading, v. 1, n. 1, p. 1-17, 2020.
DICHEVA, Darina; IRWIN, Keith; DICHEV, Christo. Exploring Learners Experience of Gamified Practicing: For Learning or for Fun? International Journal of Serious Games, v. 6, is. 3, p. 5-21, September, 2019. DOI: 10.17083/ijsg.v6i3.299
DYAKONOV, Boris. Gamification in asynchronous education process. Istoricheskaya i sotsial’no-obrazovatelnaya mys’l – Historical and Social Educational Ideas, v. 8, n. 1/1, p. 143-147, 2016. DOI: 10.17748/2075-9908-2016-8-1/1-143-147
EMELYANENKO, Vladimir. Gamification in education: the limits of application (values and worldview approach). Filosofiya Obrazovaniya – Philosophy of Education, v. 75, n. 2, p. 130-146, 2018. DOI: 10.15372/PHE20180211
GEE, James Paul. What Video Games have to teach us about learning and literacy. EUA: Palgrave Macmillan, 2003.
GILYAZOVA, Olga; ZAMOSHCHANSKII, Ivan. On motivational tools of gamification in higher education: theoretical aspect. Perspektivy nauki i obrazovania – Perspectives of Science and Education, v. 45, n. 3, p. 39-51, 2020. DOI: 10.32744/pse.2020.3.3
HINMAN, Lawrence. Marx’s Theory of Play, Leisure, and Un-Alienated Praxis. Philosophy and Social Criticism, v. 5, p. 192-228, 1978.
HECKLER, Valmir. et al. Investigation with experimental practical activities in training geographically distant teachers. Journal of Research and Knowledge Spreading, v. 1, n. 1, p. 1-15, 2020.
HUIZINGA, Johan. Homo Ludens: A Study of the Play-Element in Culture. London: Routledge & Kegan Paul, 1949.
KAPP, Karl; BLAIR, Lucas; MESCH, Rich. The Gamification of Learning and Instruction Fieldbook: Ideas into Practice. EUA: John Wiley & Sons, 2013.
KAPP, Karl. The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: John Wiley & Sons, 2012.
KANT, Immanuel. Critique of Aesthetic Judgement. Trans. by James Creed Meredith. Oxford: Clarendon press, 1911.
KOMISSAROV, Andrey. Game practices in education, 2020. Available at: https://openedu.ru/course/misis/IGRO/. Accessed date: 17 August 2020.
MCGONIGAL, Jane. Reality is broken – Why games make us better and how they can change the world. New York: Penguin Books, 2011.
NAKAMURA, Jeanne; CSIKSZENTMIHALYI, Mihaly. The Concept of Flow. In: CSIKSZENTMIHALYI, Mihaly (Author). Flow and the Foundations of Positive Psychology. Chapter 16. Springer, Dordrechtpp, p. 239-263, 2002/2014.
PINTO, E.J.S.; CARVALHO, M. E. P.; RABAY, G. As relações de gênero nas escolhas de cursos superiores. Revista Tempos e Espaços em Educação, v. 10, n. 22, p. 47-58, 2017.
PRENSKY, Marc. Engage me or enrage me: What today’s learners demand. Educause Review, v. 40, n. 5, p. 60-65, 2005. Available at: https://er.educause.edu/articles/2005/1/engage-me-or-enrage-me-what-todays-learners-demand Accessed date: 17 August 2020.
ROBERTS, Michael. The Politics of Playtime: Reading Marx through Huizinga on the Desire to Escape from Ordinary Life. American Journal of Play, v. 11, n. 1, p. 46-64, 2018.
SHUTALEVA, Anna; KERIMOV, Alexander; TSIPLAKOVA, Yulia. Humanization of education in digital era. Perspektivy nauki i obrazovania – Perspectives of Science and Education, v. 42, n. 6, p. 31-43, 2019. DOI: 10.32744/pse.2019.6.3
SUITS, Bernard. The Grasshopper: Games, Life and Utopia. Toronto, Buffalo, London: University of Toronto Press Broadview Press, 1978.
TELES VIEIRA, Andreia. To play or not to play, that is the question! In: GÓMEZ CHOVA, Louis; LÓPEZ-MARTÍNEZ, Alejandro; CANDEL TORRES, Isabel (Eds.). EDULEARN20 Proceedings. Valencia: IATED Academy, 2020, p. 7839-7846. DOI: 10.21125/edulearn.2020.1977.
TWAIN, Mark. The Adventures of Tom Sawyer. Free eBooks at Planet eBook.com, 1876/no date. Available at: https://www.planetebook.com/free-ebooks/the-adventures-of-tom-sawyer.pdf Accessed date: 17 August 2020.
VAGANOVA, Olga; TSYGANOVA, Larisa; CHELNOKOVA, Elena; LAPSHOVA, Anna; REDKINA, Lyudmila. Socio-gaming technology in the development of students’ personality. Amazonia Investiga, v. 9, n. 29, p. 69-76, 2020. DOI: 10.34069/AI/2020.29.05.9
WRIGHT, J. Talmadge. Liberating Human Expression: Work and Play or Work versus Play. American Journal of Play, v. 11, n. 1, p. 3-25, 2018.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
