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Playtic - Aprende TIC de forma divertida
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.27 MB | Adobe PDF |
Authors
Abstract(s)
A crescente valorização das competências digitais no ensino básico exige novas abordagens pedagógicas que promovam o envolvimento dos alunos e a consolidação de aprendizagens significativas. No contexto da disciplina de Tecnologias de Informação e Comunicação (TIC) do 9º ano, o tema “Criação de Aplicações” com App Inventor representa uma oportunidade para desenvolver essas competências. No entanto, a abordagem a este conteúdo é muitas vezes limitada à reprodução prática de tutoriais, sem o devido reforço teórico.
Este projeto procura colmatar essa lacuna através do desenvolvimento de um jogo educativo digital em formato de quiz, composto por perguntas sobre os principais conceitos do App Inventor. A aplicação tem como objetivo melhorar a compreensão teórica dos alunos, reforçando conteúdos como lógica sequencial, eventos, variáveis e organização de blocos de instruções. O jogo educativo foi concebido em torno de um tema central, correspondente à planificação da disciplina de TIC do 9º ano, integrando elementos de gamificação como pontuação, feedback imediato e conquistas. Testado em contexto escolar, demonstrou potencial para apoiar a aprendizagem de conceitos. Como perspetiva futura, prevê-se a expansão para diferentes temas organizados por anos letivos, abrangendo um conjunto mais alargado de conteúdos curriculares e promovendo uma aprendizagem mais autónoma, dinâmica e alinhada com os desafios do mundo digital.
Assente na metodologia de investigação-ação, o projeto envolveu alunos do 9º ano da Escola Secundária Laura Ayres, recorrendo a estratégias de usabilidade, observação direta e recolha de feedback. Esta abordagem permitiu avaliar o impacto do jogo na motivação e no desempenho dos alunos, contribuindo para uma experiência pedagógica mais envolvente e significativa, em articulação com os desafios da era digital
The growing importance of digital skills in basic education requires new pedagogical approaches that foster student engagement and the consolidation of meaningful learning. In the context of the subject Information and Communication Technologies (ICT) in the 9th grade, the topic “Application Creation” with App Inventor represents an opportunity to develop these skills. However, the approach to this content is often limited to the practical reproduction of tutorials, without the necessary theoretical reinforcement. This project seeks to address this gap through the development of a digital educational game in the form of a quiz, composed of questions on the main concepts of App Inventor. The application aims to improve students’ theoretical understanding by reinforcing content such as sequential logic, events, variables, and the organization of instruction blocks. The game was designed around a central theme, corresponding to the 9th grade ICT curriculum, integrating gamification elements such as scoring, immediate feedback, and achievements. Tested in a school context, it showed potential to support concept learning. As a future perspective, the game is expected to expand to different themes organized by school years, covering a broader range of curricular content and promoting more autonomous and dynamic learning, aligned with the challenges of the digital world. Based on the action-research methodology, the project involved 9th grade students from Laura Ayres Secondary School, using usability strategies, direct observation, and feedback collection. This approach made it possible to assess the impact of the game on students’ motivation and performance, contributing to a more engaging and meaningful pedagogical experience, in line with the challenges of the digital age.The growing importance of digital skills in basic education requires new pedagogical approaches that foster student engagement and the consolidation of meaningful learning. In the context of the subject Information and Communication Technologies (ICT) in the 9th grade, the topic “Application Creation” with App Inventor represents an opportunity to develop these skills. However, the approach to this content is often limited to the practical reproduction of tutorials, without the necessary theoretical reinforcement. This project seeks to address this gap through the development of a digital educational game in the form of a quiz, composed of questions on the main concepts of App Inventor. The application aims to improve students’ theoretical understanding by reinforcing content such as sequential logic, events, variables, and the organization of instruction blocks. The game was designed around a central theme, corresponding to the 9th grade ICT curriculum, integrating gamification elements such as scoring, immediate feedback, and achievements. Tested in a school context, it showed potential to support concept learning. As a future perspective, the game is expected to expand to different themes organized by school years, covering a broader range of curricular content and promoting more autonomous and dynamic learning, aligned with the challenges of the digital world. Based on the action-research methodology, the project involved 9th grade students from Laura Ayres Secondary School, using usability strategies, direct observation, and feedback collection. This approach made it possible to assess the impact of the game on students’ motivation and performance, contributing to a more engaging and meaningful pedagogical experience, in line with the challenges of the digital age.
The growing importance of digital skills in basic education requires new pedagogical approaches that foster student engagement and the consolidation of meaningful learning. In the context of the subject Information and Communication Technologies (ICT) in the 9th grade, the topic “Application Creation” with App Inventor represents an opportunity to develop these skills. However, the approach to this content is often limited to the practical reproduction of tutorials, without the necessary theoretical reinforcement. This project seeks to address this gap through the development of a digital educational game in the form of a quiz, composed of questions on the main concepts of App Inventor. The application aims to improve students’ theoretical understanding by reinforcing content such as sequential logic, events, variables, and the organization of instruction blocks. The game was designed around a central theme, corresponding to the 9th grade ICT curriculum, integrating gamification elements such as scoring, immediate feedback, and achievements. Tested in a school context, it showed potential to support concept learning. As a future perspective, the game is expected to expand to different themes organized by school years, covering a broader range of curricular content and promoting more autonomous and dynamic learning, aligned with the challenges of the digital world. Based on the action-research methodology, the project involved 9th grade students from Laura Ayres Secondary School, using usability strategies, direct observation, and feedback collection. This approach made it possible to assess the impact of the game on students’ motivation and performance, contributing to a more engaging and meaningful pedagogical experience, in line with the challenges of the digital age.The growing importance of digital skills in basic education requires new pedagogical approaches that foster student engagement and the consolidation of meaningful learning. In the context of the subject Information and Communication Technologies (ICT) in the 9th grade, the topic “Application Creation” with App Inventor represents an opportunity to develop these skills. However, the approach to this content is often limited to the practical reproduction of tutorials, without the necessary theoretical reinforcement. This project seeks to address this gap through the development of a digital educational game in the form of a quiz, composed of questions on the main concepts of App Inventor. The application aims to improve students’ theoretical understanding by reinforcing content such as sequential logic, events, variables, and the organization of instruction blocks. The game was designed around a central theme, corresponding to the 9th grade ICT curriculum, integrating gamification elements such as scoring, immediate feedback, and achievements. Tested in a school context, it showed potential to support concept learning. As a future perspective, the game is expected to expand to different themes organized by school years, covering a broader range of curricular content and promoting more autonomous and dynamic learning, aligned with the challenges of the digital world. Based on the action-research methodology, the project involved 9th grade students from Laura Ayres Secondary School, using usability strategies, direct observation, and feedback collection. This approach made it possible to assess the impact of the game on students’ motivation and performance, contributing to a more engaging and meaningful pedagogical experience, in line with the challenges of the digital age.
Description
Keywords
Gamificação Tecnologias de Informação e Comunicação Jogo educativo digital Motivação dos alunos Ensino básico Competências digitais