KAHOOT: A Pedagogical Resource to Gamify the Portuguese Language Class

Authors

  • Ricardo dos Santos Noia Universidade Cruzeiro do Sul
  • Eduardo de Jesus Dias Universidade Cruzeiro do Sul
  • Thiago dos Santos Horta Universidade Cruzeiro do Sul
  • Juliano Schimiguel Universidade Cruzeiro do Sul
  • Carlos Fernando de Araujo Jr. Universidade Cruzeiro do Sul

DOI:

https://doi.org/10.33448/rsd-v8i4.545

Keywords:

Learning; Activity Theory; Kahoot; Gamification.

Abstract

This article presents an activity developed with the use of a technological tool called Kahoot to teach Portuguese that proposes an alternative to evaluate and guide parameters of knowledge of the contents intended for students in the 6th grade of elementary school. This activity was developed in a private school located in the east part of the city of São Paulo. In this paper, it has been made known that this resource may be an option to gamify the class and thus establish patterns of competition among the students involved in the activity. What establishes the theoretical basis of paper is the Activity Theory (AT), which brings elements for an analysis of how the interaction can foster and enhance the pedagogical value in the teaching process of Portuguese and its concepts in a dynamic and participatory way in the collaborative learning among them.

References

Alves, F. P., & Maciel, C. (2014). A gamificação na educação: um panorama do fenômeno em ambientes virtuais de aprendizagem. Acessado em: 20 de junho de 2018. Disponível em: https://www.researchgate.net/publication/269995356_A_gamificacao_na_educacao_um_panorama_do_fenomeno_em_ambientes_virtuais_de_aprendizagem

Alves, L. (2007). Nativos Digitais: Games, Comunidades e Aprendizagens. In: Moraes, U. C. (Org.). Tecnologia Educacional e Aprendizagem: o uso dos recursos digitais. São Paulo: Livro Pronto.

Araujo Junior, C. F. (2016) Tecnologias e aprendizado em dispositivos móveis (M-learning). São Paulo: Cruzeiro do Sul Educacional.

Crompton, H. et al. (2017). The use of mobile learning in PK-12 education: A systematic review. Acessado em: 15 de junho de 2018. Disponível em: https://www.researchgate.net/publication/315415507_The_use_of_mobile_learning_in_PK-12_education_A_systematic_review

Dias, E. J. (2014). O uso dos tablets nas aulas de matemática no ensino médio. São Paulo: Universidade Cruzeiro do Sul.

Duarte, N. (2002) A teoria da atividade como uma abordagem para a pesquisa em educação. Florianópolis: Editora Perspectiva.

Engeström, Y. (1987). Learning by Expanding: Na Activity – Theoretical Approach to Developmental Research. Helsinki: Orienta Konsultit.

Frawley, W. (2000). Vygotsky e a ciência cognitiva: linguagem e integração das mentes social e computacional. Porto Alegre: Artes Médicas Sul.

Huizinga, J. (1993). Homo Ludens: o jogo como elemento da cultura. São Paulo: Editora Perspectiva.

Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco: Pfeiffer.

Moran, J. (2013). Novas tecnologias e mediação pedagógica. São Paulo: Papirus.

Ramos, D. K. (2010). Processos colaborativos mediados pelo computador e as contribuições da teoria da atividade. Revista Brasileira de Informática na Educação, v. 18, n. 3, p. 34-35.

Vygotsky, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.

Vygotsky, L. S. (1998). A formação social da mente: o desenvolvimento dos processos psicológicos superiores. São Paulo: Martins Fontes.

Zichermann, G., & Cunningham, C. (2011). Gamification by Design. Implementing Game Mechanics in Web and Mobile Apps. Canada: O’Reilly Media.

Downloads

Published

25/02/2019

How to Cite

NOIA, R. dos S.; DIAS, E. de J.; HORTA, T. dos S.; SCHIMIGUEL, J.; ARAUJO JR., C. F. de. KAHOOT: A Pedagogical Resource to Gamify the Portuguese Language Class. Research, Society and Development, [S. l.], v. 8, n. 4, p. e4184545, 2019. DOI: 10.33448/rsd-v8i4.545. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/545. Acesso em: 18 apr. 2024.

Issue

Vol. 8 No. 4

Section

Education Sciences

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.