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Jogos de fuga digitais no 1.º ciclo como estratégia pedagógica para a motivação e desenvolvimento de competências
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O presente estudo insere-se no âmbito da prática pedagógica supervisionada do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e centra-se na utilização de jogos de fuga digitais como estratégia para a promoção da motivação e da aprendizagem. Partindo da constatação de que, na turma onde decorreu o estágio e se desenvolveu a presente investigação, o uso do computador em contexto letivo era raro e de que as práticas de ensino recorriam maioritariamente a tarefas escritas em fichas e a aulas de caráter expositivo, procurou-se compreender de que forma uma abordagem lúdico-digital poderia contribuir para o desenvolvimento de competências digitais e para a aprendizagem de conteúdos curriculares. A intervenção foi realizada numa turma do 1.º Ciclo, através da implementação de três jogos de fuga digitais construídos pela investigadora, articulados com conteúdos de Português e Matemática. A investigação seguiu uma abordagem qualitativa, com recurso a grelhas de observação, notas de campo, gravações áudio, questionários de feedback e entrevista. Os resultados apontam para um aumento da motivação e do envolvimento dos alunos, uma maior predisposição para o trabalho colaborativo e uma evolução no domínio de competências digitais. Foram também identificados constrangimentos logísticos e tecnológicos, que exigiram adaptações no planeamento e na implementação da intervenção. Ainda assim, a experiência demonstrou o potencial dos jogos de fuga digitais como recurso pedagógico no 1.º Ciclo, reforçando a importância de integrar metodologias ativas no processo de ensino e aprendizagem.
This study is part of the supervised teaching practice of the Master's Degree in Primary Education and focuses on the use of digital escape games as a strategy to promote motivation and learning. Based on the observation that, in the class where the internship took place and this research was developed, the use of computers in the classroom was rare and that teaching practices mainly involved written tasks on worksheets and lectures, we sought to understand how a playful digital approach could contribute to the development of digital skills and the learning of curricular content. The intervention was carried out in a 1st Cycle class, through the implementation of three digital escape games built by the researcher, linked to Portuguese and Mathematics content. The research followed a qualitative approach, using observation grids, field notes, audio recordings, feedback questionnaires, and interviews. The results point to an increase in student motivation and engagement, a greater predisposition for collaborative work, and an evolution in the mastery of digital skills. Logistical and technological constraints were also identified, which required adjustments in the planning and implementation of the intervention. Nevertheless, the experience demonstrated the potential of digital escape games as a teaching resource in primary education, reinforcing the importance of integrating active methodologies into the teaching and learning process.
This study is part of the supervised teaching practice of the Master's Degree in Primary Education and focuses on the use of digital escape games as a strategy to promote motivation and learning. Based on the observation that, in the class where the internship took place and this research was developed, the use of computers in the classroom was rare and that teaching practices mainly involved written tasks on worksheets and lectures, we sought to understand how a playful digital approach could contribute to the development of digital skills and the learning of curricular content. The intervention was carried out in a 1st Cycle class, through the implementation of three digital escape games built by the researcher, linked to Portuguese and Mathematics content. The research followed a qualitative approach, using observation grids, field notes, audio recordings, feedback questionnaires, and interviews. The results point to an increase in student motivation and engagement, a greater predisposition for collaborative work, and an evolution in the mastery of digital skills. Logistical and technological constraints were also identified, which required adjustments in the planning and implementation of the intervention. Nevertheless, the experience demonstrated the potential of digital escape games as a teaching resource in primary education, reinforcing the importance of integrating active methodologies into the teaching and learning process.
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Palavras-chave
Jogos de fuga digitais Motivação Aprendizagem Competências digitais Metodologias ativas Gamificação Digital escape games Motivation Learning Digital skills Active methodologies Gamification