Does Gamified Educational Systems Change Students’ Learning Behaviors? A Case Study with Postgraduate Students

Autores

  • Wilk Oliveira dos Santos Laboratory of Applied Computing in Education and Advanced Social Technology (CAEd) Institute of Mathematical and Computer Sciences (ICMC) University of São Paulo (USP) - São Carlos - SP - Brazil
  • Armando Toda Laboratory of Applied Computing in Education and Advanced Social Technology (CAEd) Institute of Mathematical and Computer Sciences (ICMC) University of São Paulo (USP) - São Carlos - SP - Brazil
  • Seiji Isotani Laboratory of Applied Computing in Education and Advanced Social Technology (CAEd) Institute of Mathematical and Computer Sciences (ICMC) University of São Paulo (USP) - São Carlos - SP - Brazil
  • Ig Ibert Bittencourt Center of Excellence for Social Technologies (NEES) Computer Institute (IC) Federal University of Alagoas (UFAL) - Maceió - AL - Brazil

DOI:

https://doi.org/10.22456/1679-1916.89253

Palavras-chave:

Gamified, Educational, Learning Behaviors, Students

Resumo

In the last few years, gamification studies have increased in the field of education and digital technologies, showing different results on the use of gamified educational systems in relation to students’ learning aspects. These studies, however, often keep the focus on quantitative or qualitative approaches directly related to student learning, without considering students’ perceptions of the gamification design and how the gamification design aspects of the system can influence positively the students’ behavior change. Therefore, this study compared a gamified with a non-gamified version of an educational system, through a mixed (quantitative and qualitative) approach to identify if gamified educational systems are better than non-gamified educational systems to provide positive students’ learning behavior change. The results confirmed that the gamified educational system was more effective than the non-gamified system.

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Publicado

2018-12-28

Como Citar

OLIVEIRA DOS SANTOS, W.; TODA, A.; ISOTANI, S.; IBERT BITTENCOURT, I. Does Gamified Educational Systems Change Students’ Learning Behaviors? A Case Study with Postgraduate Students. RENOTE, Porto Alegre, v. 16, n. 2, p. 11–20, 2018. DOI: 10.22456/1679-1916.89253. Disponível em: https://www.seer.ufrgs.br/index.php/renote/article/view/89253. Acesso em: 6 fev. 2023.

Edição

Seção

Ambientes virtuais de aprendizagem