Learning through games and its applicability in teaching practice
DOI:
https://doi.org/10.33448/rsd-v10i13.21368Keywords:
Learning; Games, Experimental; Education.Abstract
In recent decades, healthcare professionals have been challenged by the search for evidence-based scientific knowledge, aspects related to the development of knowledge, skills and attitudes regarding the use of information technology in professional practice, which is necessary in the composition of competencies desirable. This is an integrative literature review (RIL) study, which contributes to the process of systematizing and analyzing the results of other independent studies on the topic discussed. This review aims to systematize the knowledge produced about the impact of gamification on the teaching/learning process. The use of gamification must follow proper teacher planning and must consider the profile and needs of students and suit the target audience, its objective must be clear and the technological domain and game rules must be clear and concise. The study points to the need for appropriating several possibilities for the formulation of new actions based on learning through gamification, fostering new productions.
References
Arruda, E., & Arruda, D. (2013). E se a escola virar brinquedo? Perspectivas do lazer e dos jogos digitais na aprendizagem. In MILL, R. R. S. (Org.). Escritos sobre educação: desafios e possibilidades para ensinar e aprender com as tecnologias emergentes, São Paulo, 132-67.
Ang, E. T. Chan, J. M., Gopal, V. & Shia, N. L. (2018). Gamifying anatomy education. Clinical Anatomy, 31(7), 997-1005. https://pubmed.ncbi.nlm.nih.gov/30168609/ .
Bomfoco, M. A. & Azevedo, V. A. (2012). Os jogos eletrônicos e suas contribuições para a aprendizagem na visão de J. P. Gee. Renote – Novas Tecnologias na Educação – UFRGS, Porto Alegre, 10(3), 2012.
Borges, S. S., Reis, H. M., Durelli, V. H. S., Bittencourt, I. I., Jaques, P. A. & Isonati, S. (2013). Gamificação Aplicada à Educação: Um Mapeamento Sistemático. In Anais do Simpósio Brasileiro de Informática na Educação, 24(1).
Castro, T. C. & Gonçalves, L. S. (2018) The use of gamification to teach in the nursing field. Revista Brasileira de Enfermagem, 71(3), 1038-45. https://www.scielo.br/j/reben/a/bGRs38N8BH7GCHYtMFCVrLr/abstract/?lang=en.
Domínguez, A., Sáenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C. & Martínez-Herráiz, JJ. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-92.
Ercole, F. F., Melo, L. S. & Alcoforado, C. L. G. C. (2014). Integrative review versus systematic review. Reme: Revista Mineira de Enfermagem, 18(1), 9-10. http://www.reme.org.br/artigo/detalhes/904. DOI: http://dx.doi.org/10.5935/1415-2762.20140001.
Felszeghy, S. Pasonen-Seppanen, S, Koskela, A., Nieminen, P., Harkonen, k., paldanius, k. M. A., Gabbouj, S., Ketola, K., Hiltunen, M., Mikael, L., Haapaniemi, T., Sointu, E., BauMAN, E. B., Gilbert, G. E., Morton, D., & Mahonen, A. (2019). Using online game-based platforms to improve student performance and engagement in histology teaching. Bmc Medical Education, 19(1), 1-11. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1701-0.
Galvão, T, F. & Pansan, T. de S. A. (2015). Principais itens para relatar Revisões sistemáticas e Meta-análises: A recomendação PRISMA*: tradução. Epidemiol Serv Saúde, 24, 335-4. http://scielo.iec.gov.br/scielo.php?script=sci_arttext&pid=S1679-49742015000200017.
Garrison, E., Colin, S., Lemberger, O. & Lugod, M. (2021). Interactive Learning for Nurses Through Gamification. Jona: The Journal of Nursing Administration, 51(2), 95-100. https://pubmed.ncbi.nlm.nih.gov/33449599/.
Ignacio, J. & Chen, Hui-Chen. (2020). The use of web-based classroom gaming to facilitate cognitive integration in undergraduate nursing students: a mixed methods study. Nurse Education In Practice, 46, 102-20. https://www.sciencedirect.com/science/article/abs/pii/S1471595318309612.
Ismail, M. Al-Aarifin et al. (2019). Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. Bmc Medical Education, 19(1), 1-20. https://pubmed.ncbi.nlm.nih.gov/31238926/.
Lee, H., & Doh, Y. Y. (2012). A Study on the relationship between educational achievement and emotional engagement in a gameful interface for video lecture systems. International Symposium on Ubiquitous Virtual Reality, 34–7.
Luchi, K. C. G., Montrezor, L. H. & Marcondes, F. (2017). Effect of an educational game on university students’ learning about action potentials. Advances In Physiology Education, 41(2), 222-30. https://journals.physiology.org/doi/full/10.1152/advan.00146.2016.
Mackavey, C. & Cron, S. (2018). Innovative strategies: increased engagement and synthesis in online advanced practice nursing education. Nurse Education Today, 76, 85-8. https://pubmed.ncbi.nlm.nih.gov/30776533/.
Osório, A. J., Gomes, M. J., & Valente, A. L. (2019). Challenges 2019: Desafios da inteligência artificial, artificial intelligence challenges. Universidade do Minho.
Pescador, C. M. (2010). Ações de Aprendizagem Empregadas pelo Nativo Digital para Interagir em Redes Hipermidiáticas tendo o Inglês como Língua Franca. Dissertação (Mestrado) - Universidade de Caxias do Sul, Programa de Pós-Graduação em Educação.
Roche, C., Wingo, N. P., Westfall, A. O., Azuero, A., Dempsey, D. M. & Willing, J. H. (2018) Educational Analytics. Cin: Computers, Informatics, Nursing, 36(9), 458-65. https://pubmed.ncbi.nlm.nih.gov/29985195/.
Sá, E. F. D., Quadros, A. L. D., Mortimer, E. F., Silva, P. S. & Talim, S. L. (2017). As aulas de graduação em uma universidade pública federal:planejamento, estratégia didáticas e engajamento dos estudantes. Revista Brasileira de Educação, 22(70), 625-50. https://www.scielo.br/j/ rbedu/a/JbNdQTJ8bSw3jzpNzKkDQQx/?format=pdf&lang=pt.
Souza, M. T., Silva, M. D. & Carvalho, R. (2010) Revisão integrativa: o que é e como fazer. Einstein, 8(1), 102-06. http://dx.doi.org/10.1590/s1679-45082010rw1134.
Zichermann, G. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. Sebastopol: O'Reilly Media.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Roque Ribeiro da Silva Júnior; Lígia Fernanda de Araújo ; Marcília Ingrid Lima Barroso Nunes; Antônio Eduardo de Oliveira Silva; Livia Kallahan Soares Pequeno; Ana Camila Campelo de Albuquerque Nunes; Paloma Katlheen Moura Melo; Francisco Medeiros de Azevedo Filho; Francisco Sérgio Lopes Vasconcelos Filho
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
