Percepções dos alunos de pós-graduação em face da gamificação em sala de aula com Quizizz

Autores

DOI:

https://doi.org/10.35699/1983-3652.2022.36941

Palavras-chave:

Educação, Aprendizagem online, Inovação pedagógica, Atitude do aluno, Jogo educativo

Resumo

O objetivo desta pesquisa é examinar as percepções que estudantes universitários de pós-graduação têm ao utilizar o Quizizz no contexto da disciplina de Gestão Cultural Avançada na Área Editorial, no âmbito do Mestrado em Gestão e Empreendedorismo de Projetos Culturais em uma universidade de Educação online espanhola. Para isso, levantam-se as seguintes questões de pesquisa: a) qual a percepção dos alunos sobre a utilização do Quizizz nas aulas de Gestão Cultural Avançada na Área Editorial?; b) quais variáveis identificadas nas entrevistas a maioria dos alunos de pós-graduação que usam o Quizizz vivenciam nesse contexto? e c) os dados quantitativos da pesquisa online validam os resultados das entrevistas qualitativas iniciais? Uma metodologia mista – qualitativa e quantitativa – é utilizada para responder às questões formuladas e conclui-se que a percepção dos alunos de pós-graduação em relação ao uso do Quizizz na sala de aula virtual é positiva. O Quizizz tem um impacto positivo na motivação, empenho e dinamização da sala de aula. Finalmente, a análise quantitativa confirma amplamente a análise qualitativa.

Downloads

Não há dados estatísticos.

Referências

ÅKERBLAD, Leena; SEPPÄNEN-JÄRVELÄ, Riitta y HAAPAKOSKI, Kaisa. Integrative Strategies in Mixed Methods Research. Journal of Mixed Methods Research, v. 15, n. 2, p. 152-170, abr. 2021. DOI: 10.1177/1558689820957125. Disponible en: http://journals.sagepub.com/doi/10.1177/1558689820957125. Acceso en: 19 ene. 2022.

ALJALOUD, Abdulaziz y col. Research trends in student response systems: a literature review. International Journal of Learning Technology, v. 10, n. 4, pág. 313, 2015. DOI: 10.1504/IJLT.2015.074073. Disponible en: http://www.inderscience.com/link.php?id=74073. Acceso en: 19 ene. 2022.

AMALIA, Dinda Firly. Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, v. 7, n. 1, pág. 1, jun. 2020. DOI: 10.33394/jo-elt.v7i1.2638. Disponible en: https://e-journal.undikma.ac.id/index.php/joelt/article/view/2638. Acceso en: 19 ene. 2022.

ANDAYANI, Widya y col. Indonesian students’experiences in studying foreign language using technology. en. Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran, v. 19, n. 2, p. 38-45, 2021. DOI: 10.33369/jwacana.v19i2.18335. Disponible en: https://ejournal.unib.ac.id/index.php/jwacana/article/view/18335. Acceso en: 19 ene. 2022.

AWEDH, Mohammad y col. Using Socrative and Smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education, v. 3, n. 4, p. 17-24, dic. 2014. DOI: 10.5121/ijite.2014.3402. Disponible en: http://www.airccse.org/journal/ijite/papers/3414ijite02.pdf. Acceso en: 19 ene. 2022.

AWWAL, Nafisa; ALOM, Monjurul y CARE, Esther. Game Design for Learning to Solve Problems in a Collaborative Environment. In: ACADEMIC CONFERENCES INTERNATIONAL LIMITED. [S.l.: s.n.], 2015. Disponible en: https://www.academia.edu/26169057/Game_Design_for_Learning_to_Solve_Problems_in_a_Collaborative_Environment. Acceso en: 19 ene. 2022.

BALTA, Nuri; PERERA-RODRÍGUEZ, Víctor-Hugo y HERVÁS-GÓMEZ, Carlos. Using socrative as an online homework platform to increase students’ exam scores. Education and Information Technologies, v. 23, n. 2, p. 837-850, mar. 2018. DOI: 10.1007/s10639-017-9638-6. Disponible en: http://link.springer.com/10.1007/s10639-017-9638-6. Acceso en: 19 ene. 2022.

BICEN, Huseyin y KOCAKOYUN, Senay. Perceptions of Students for Gamification Approach: Kahoot as a Case Study. International Journal of Emerging Technologies in Learning (iJET), v. 13, n. 02, pág. 72, feb. 2018. DOI: 10.3991/ijet.v13i02.7467. Disponible en: http://online-journals.org/index.php/i-jet/article/view/7467. Acceso en: 19 ene. 2022.

BOTTENTUIT, João Batista. Assessment for learning with mobile apps: exploring the potential of quizizz in the educational context | International Journal of Development Research (IJDR). International Journal of Development Research, v. 10, n. 1, p. 33366-33371, 2020. Disponible en: http://www.journalijdr.com/assessment-learning-mobile-apps-exploring-potential-quizizz-educational-context. Acceso en: 19 ene. 2022.

CHAIKLIN, Seth. The Zone of Proximal Development in Vygotsky’s Analysis of Learning and Instruction. Edición: Alex Kozulin. Vygotsky’s Educational Theory in Cultural Context, v. 1, p. 39-64, sep. 2003. Disponible en: https://www.cambridge.org/core/product/identifier/CBO9780511840975A013/type/book_part. Acceso en: 19 ene. 2022.

CHAIYO, Yanawut y NOKHAM, Ranchana. The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system. In: 2017 International Conference on Digital Arts, Media and Technology (ICDAMT). Chiang Mai, Thailand: IEEE, 2017. p. 178-182. DOI: 10.1109/ICDAMT.2017.7904957. Disponible en: http://ieeexplore.ieee.org/document/7904957/. Acceso en: 19 ene. 2022.

DAKKA, Sam. Using Socrative to Enhance In-Class Student Engagement and Collaboration. International Journal on Integrating Technology in Education, v. 4, n. 3, p. 13-19, sep. 2015. DOI: 10.5121/ijite.2015.4302. Disponible en: http://www.airccse.org/journal/ijite/papers/4315ijite02.pdf. Acceso en: 19 ene. 2022.

DEGIRMENCI, Rukiye. The Use of Quizizz in Language Learning and Teaching from the Teachers’ and Students’ Perspectives: A Literature Review. Language Education and Technology, v. 1, n. 1, p. 1-11, mar. 2021. Disponible en: https://langedutech.com/letjournal/index.php/let/article/view/12. Acceso en: 19 ene. 2022.

DERVAN, Paul. Increasing in-class student engagement using Socrative (an online Student Response System). All Ireland Journal of Higher Education, v. 6, n. 3, oct. 2014. Disponible en: https://ojs.aishe.org/index.php/aishe-j/article/view/180. Acceso en: 19 ene. 2022.

DEWI, Naomi Nirwasita y ASTUTI, Irma Windy. EFL Students’ Perspective On The Use Of Quizizz As Online Learning Media During COVID-19 Pandemic. v. 2, n. 2, p. 59-68, jul. 2021. Disponible en: https://dspace.uii.ac.id/handle/123456789/33535. Acceso en: 19 ene. 2022.

DICHEV, Christo y DICHEVA, Darina. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, v. 14, n. 1, pág. 9, dic. 2017. DOI: 10.1186/s41239-017-0042-5. Disponible en: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0042-5. Acceso en: 19 ene. 2022.

DOMINGUEZ, Adrian y col. Gamifying Learning Experiences: Practical Implications and Outcomes. Computers & Education, v. 63, p. 380-392, abr. 2013. DOI: 10.1016/j.compedu.2012.12.020. Acceso en: 19 ene. 2022.

DOUMANIS, Ioannis y col. The impact of multimodal collaborative virtual environments on learning: A gamified online debate. Computers & Education, v. 130, p. 121-138, mar. 2019. DOI: 10.1016/j.compedu.2018.09.017. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131518302537. Acceso en: 19 ene. 2022.

FAKHRUDDIN, Afief y NURHIDAYAT, Eka. Students’perception on Quizizz as game based learning in learning grammar in writen discourse. Wiralodra English Journal, v. 4, n. 2, p. 28-38, oct. 2020. DOI: 10.31943/wej.v4i2.101. Disponible en: http://wej.unwir.ac.id/index.php/wej/article/view/101. Acceso en: 19 ene. 2022.

GIDEON, Lior (Ed.). Handbook of survey methodology for the social sciences. New York: Springer, 2012.

GÖKSÜN, Derya y GÜRSOY, Gülden. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, v. 135, p. 15-29, jul. 2019. DOI: 10.1016/j.compedu.2019.02.015. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131519300442. Acceso en: 19 ene. 2022.

GRINIAS, James P. Making a Game Out of It: Using Web-Based Competitive Quizzes for Quantitative Analysis Content Review. Journal of Chemical Education, v. 94, n. 9, p. 1363-1366, sep. 2017. DOI: 10.1021/acs.jchemed.7b00311. Disponible en: https://pubs.acs.org/doi/10.1021/acs.jchemed.7b00311. Acceso en: 19 ene. 2022.

HANUS, Michael D. y FOX, Jesse. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, v. 80, p. 152-161, ene. 2015. DOI: 10.1016/j.compedu.2014.08.019. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131514002000. Acceso en: 19 ene. 2022.

HUNG, Hsiu-Ting. Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, v. 25, n. 8, p. 983-995, nov. 2017. DOI: 10.1080/10494820.2016.1240090. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10494820.2016.1240090. Acceso en: 19 ene. 2022.

IAREMENKO, Nataliia V. Enhancing English language learners’ motivation through online games. Information Technologies and Learning Tools, v. 59, n. 3, pág. 126, jun. 2017. DOI: 10.33407/itlt.v59i3.1606. Disponible en: https://journal.iitta.gov.ua/index.php/itlt/article/view/1606. Acceso en: 19 ene. 2022.

INFANTE-VILLAGRÁN, Valeria Aylín y col. Aplicaciones que emplean y recomendaciones que entregan las y los docentes universitarios para la autorregulación del aprendizaje en contexto de la pandemia por COVID-19. Texto Livre: Linguagem e Tecnologia, v. 14, n. 3, e33027, ago. 2021. DOI: 10.35699/1983-3652.2021.33027. Disponible en: https://periodicos.ufmg.br/index.php/textolivre/article/view/33027. Acceso en: 19 ene. 2022.

IRWANSYAH, Rudi e IZZATI, Muna. Implementing Quizizz as Game Based Learning and Assessment in the English Classroom. TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal), v. 3, n. 1, p. 13-18, jun. 2021. Disponible en: https://journal.umbjm.ac.id/index.php/TEFLA/article/view/756. Acceso en: 19 ene. 2022.

ISMAIL, Muhd Al-Aarifin y col. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Medical Education, v. 19, n. 1, pág. 230, dic. 2019. DOI: 10.1186/s12909-019-1658-z. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1658-z. Acceso en: 21 ene. 2022.

LICORISH, Sherlock A. y col. Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, v. 13, n. 1, pág. 9, dic. 2018. DOI: 10.1186/s41039-018-0078-8. Disponible en: https://telrp.springeropen.com/articles/10.1186/s41039-018-0078-8. Acceso en: 21 ene. 2022.

MAGADÁN-DÍAZ, Marta y RIVAS-GARCÍA, Jesús I. empleo de los recursos audiovisuales como herramienta de aprendizaje. TECHNO REVIEW. International Technology, Science and Society Review, v. 10, n. 2, p. 185-198, dic. 2021. DOI: 10.37467/gkarevtechno.v10.3118. Disponible en: https://journals.eagora.org/revTECHNO/article/view/3118. Acceso en: 21 ene. 2022.

MALONE, Thomas W. Toward a Theory of Intrinsically Motivating Instruction*. Cognitive Science, v. 5, n. 4, p. 333-369, oct. 1981. DOI: 10.1207/s15516709cog0504_2. Disponible en: http://doi.wiley.com/10.1207/s15516709cog0504_2. Acceso en: 21 ene. 2022.

MALONE, Thomas W. y LEPPER, Mark R. Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In: SNOW, Richard E. y FARR, Marshall J (Ed.). Aptitude, Learning, and Instruction. Hillsdale, New Jersey: Lawrence Erlbaum Associates Publishers, 1987. 3: Conative and Affective Process Analyses. p. 223-253.

MASON, Thomas y YUNUS, Melor Md. Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review. Sustainability, v. 13, n. 11, pág. 6436, jun. 2021. DOI: 10.3390/su13116436. Disponible en: https://www.mdpi.com/2071-1050/13/11/6436. Acceso en: 21 ene. 2022.

MEKLER, Elisa D. y col. Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, v. 71, p. 525-534, jun. 2017. DOI: 10.1016/j.chb.2015.08.048. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0747563215301229. Acceso en: 21 ene. 2022.

MÉNDEZ, David y SLISKO, Josip. Software ”Socrative” and Smartphones as Tools for Implementation of Basic Processes of Active Physics Learning in Classroom: An Initial Feasibility Study with Prospective Teachers. European Journal of Physics Education, v. 4, n. 2, p. 17-24, 2013. Disponible en: https://eric.ed.gov/?id=EJ1052308. Acceso en: 21 ene. 2022.

MOHAMAD, Amirul Mukminin. Student as teacher – alternative revision method via Quizizz app. MALIM: Jurnal Pengajian Umum Asia Tenggara, v. 21, n. 1, p. 150-159, nov. 2020. DOI: 10.17576/malim-2020-2101-12. Disponible en: http://ejournal.ukm.my/malim/article/view/44178/11366. Acceso en: 21 ene. 2022.

NIELSEN, Kjetil L.; HANSEN, Gabrielle y STAV, John B. Teaching with student response systems (SRS): teacher-centric aspects that can negatively affect students’ experience of using SRS. Research in Learning Technology, v. 21, jun. 2013. DOI: 10.3402/rlt.v21i0.18989. Disponible en: https://journal.alt.ac.uk/index.php/rlt/article/view/1340. Acceso en: 21 ene. 2022.

PAHAMZAH, John y col. Quizizz as a Students’ Reading Comprehension Learning Media: A Case Study at the Eleventh Grade of Dwi Putra Bangsa Vocational School in Cimanggu. International Journal of English Language and Linguiatics Research, v. 8, n. 5, p. 27-33, 2020. Disponible en: https://www.eajournals.org/journals/international-journal-of-english-language-and-linguistics-research-ijellr/vol-8-issue-5-november-2020/quizizz-as-a-students-reading-comprehension-learning-media-a-case-study-at-the-eleventh-grade-of-dwi-putra-bangsa-vocational-school-in-cimanggu/. Acceso en: 21 ene. 2022.

RAHMAWATI, Sari. Students’ Perceptions Toward Quizizz as an Online Learning Media. PANYONARA: Journal of English Education, v. 3, n. 1, p. 62-70, mar. 2021. DOI: 10.19105/panyonara.v3i1.4282. Disponible en: http://ejournal.iainmadura.ac.id/index.php/panyonara/article/view/4282. Acceso en: 21 ene. 2022.

RYAN, Richard M. y DECI, Edward L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, v. 55, n. 1, p. 68-78, 2000. DOI: 10.1037/0003-066X.55.1.68. Disponible en: http://doi.apa.org/getdoi.cfm?doi=10.1037/0003-066X.55.1.68. Acceso en: 21 ene. 2022.

SAHAK, Adibah Aishah Md y col. Students’ Acceptance towards Kahoot Application in Mastering Culinary Terminology. Jurnal Pendidikan Teknologi dan Kejuruan, v. 27, n. 1, p. 1-6, abr. 2021. DOI: 10.21831/jptk.v27i1.38391. Disponible en: https://journal.uny.ac.id/index.php/jptk/article/view/38391. Acceso en: 21 ene. 2022.

SALEEM, Awaz Naaman; NOORI, Narmin Mohammed y OZDAMLI, Fezile. Gamification Applications in E-learning: A Literature Review. Technology, Knowledge and Learning, ene. 2021. DOI: 10.1007/s10758-020-09487-x. Disponible en: http://link.springer.com/10.1007/s10758-020-09487-x. Acceso en: 21 ene. 2022.

SANCHEZ, Diana R.; LANGER, Markus y KAUR, Rupinder. Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, v. 144, pág. 103666, ene. 2020. DOI: 10.1016/j.compedu.2019.103666. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131519302192. Acceso en: 21 ene. 2022.

SCHOONENBOOM, Judith y JOHNSON, R. Burke. How to Construct a Mixed Methods Research Design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, v. 69, S2, p. 107-131, oct. 2017. DOI: 10.1007/s11577-017-0454-1. Disponible en: http://link.springer.com/10.1007/s11577-017-0454-1. Acceso en: 21 ene. 2022.

VERGARA RODRÍGUEZ, Diego; MEZQUITA MEZQUITA, José María y GÓMEZ VALLECILLO, Ana Isabel. Metodología Innovadora basada en la Gamificación Educativa: Evaluación Tipo Test con la Herramienta QUIZIZZ. Profesorado, Revista de Currículum y Formación del Profesorado, v. 23, n. 3, p. 363-387, sep. 2019. DOI: 10.30827/profesorado.v23i3.11232. Disponible en: https://revistaseug.ugr.es/index.php/profesorado/article/view/11232. Acceso en: 21 ene. 2022.

VYGOTSKIĬ, Lev Semiónovich. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978.

WANG, Alf Inge. The wear out effect of a game-based student response system. Computers & Education, v. 82, p. 217-227, mar. 2015. DOI: 10.1016/j.compedu.2014.11.004. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131514002516. Acceso en: 21 ene. 2022.

WANG, Alf Inge y TAHIR, Rabail. The effect of using Kahoot! for learning – A literature review. Computers & Education, v. 149, pág. 103818, mayo 2020. DOI: 10.1016/j.compedu.2020.103818. Disponible en: https://linkinghub.elsevier.com/retrieve/pii/S0360131520300208. Acceso en: 21 ene. 2022.

WENTAO, Chen; JINYU, Zhang y ZHONGGEN, Yu. Advantages and Disadvantages of Clicker Use in Education: International Journal of Information and Communication Technology Education, v. 13, n. 1, p. 61-71, ene. 2017. DOI: 10.4018/IJICTE.2017010106. Disponible en: http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/IJICTE.2017010106. Acceso en: 21 ene. 2022.

WOLFF, Gary. Quizlet live: The classroom game now taking the world by storm. The Language Teacher, v. 40, n. 6, p. 25-27, 2016. Disponible en: https://jalt-publications.org/node/27/articles/5528-quizlet-live-classroom-game-now-taking-world-storm. Acceso en: 21 ene. 2022.

YUNUS, Crystal Callista Anak y HUA, Tan Kim. Exploring a Gamified Learning Tool in the ESL Classroom: The Case of Quizizz. Journal of Education and e-Learning Research, v. 8, n. 1, p. 103-108, feb. 2021. DOI: 10.20448/journal.509.2021.81.103.108. Disponible en: http://www.asianonlinejournals.com/index.php/JEELR/article/view/2638. Acceso en: 21 ene. 2022.

ZHAO, Fang. Using Quizizz to Integrate Fun Multiplayer Activity in the Accounting Classroom. International Journal of Higher Education, v. 8, n. 1, pág. 37, ene. 2019. DOI: 10.5430/ijhe.v8n1p37. Disponible en: https://www.sciedu.ca/journal/index.php/ijhe/article/view/14120. Acceso en: 21 ene. 2022.

ZUHRIYAH, Siti y PRATOLO, Bambang Widi. Exploring Students’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class. Universal Journal of Educational Research, v. 8, n. 11, p. 5312-5317, oct. 2020. DOI: 10.13189/ujer.2020.081132. Disponible en: http://www.hrpub.org/journals/article_info.php?aid=9917. Acceso en: 21 ene. 2022.

Publicado

2022-01-27

Como Citar

MAGADÁN-DÍAZ, M.; RIVAS-GARCÍA, J. I. Percepções dos alunos de pós-graduação em face da gamificação em sala de aula com Quizizz. Texto Livre, Belo Horizonte-MG, v. 15, p. e36941, 2022. DOI: 10.35699/1983-3652.2022.36941. Disponível em: https://periodicos.ufmg.br/index.php/textolivre/article/view/36941. Acesso em: 1 jul. 2022.