Palestra "Gamificação: Uso de Técnicas de Videojogos em Contexto Empresarial"

"No âmbito da unidade curricular de Marketing Digital, lecionada pelo Prof. Jorge Esparteiro Garcia, decorreu hoje na ESCE, uma palestra com o título "Gamificação: Uso de Técnicas de Videojogos em Contexto Empresarial" dinamizada pelo Prof. Doutor Jorge Simões do ISPGaya.

A sessão, que despertou o interesse dos alunos do Mestrado em Marketing, permitiu perceber as estratégias e técnicas associadas à Gamificação, e de que forma estas permitem potenciar e alavancar a comunicação das empresas e marcas na web, e nas redes sociais."

https://www.facebook.com/ESCE.IPVC/?hc_ref=PAGES_TIMELINE&fref=nf

Slides disponíveis em: https://goo.gl/9nybx7

Gamification E-learning Course: "GAMIFICAÇÃO: ESTRATEGIAS DE JOGOS APLICADAS AO E-LEARNING"

Going to the third edition ...

"GAMIFICAÇÃO: ESTRATEGIAS DE JOGOS APLICADAS AO E-LEARNING" 

início: 29 setembro.

Motivar através de desafios e incentivos é essencial na formação. A GAMIFICAÇÃO aplica elementos característicos dos jogos em ambientes não lúdicos, como a formação e-learning, para motivar a aprendizagem.
Venha conhecer as ferramentas ou elementos de jogos que podem contribuir para criar cursos online mais eficazes.

Motivating through challenges and incentives is essential in education and training. Gamification applies elements from games in non-game environments, such as e-learning, to motivate learners. Come and see the tools or game elements that can help to create more effective online courses.

CURSO ONLINE intensivo (30 horas).
 

Mais informações/inscrições: http://bit.ly/curso-online-gamificacao

Gamificação na prática: aplicar elementos e técnicas de jogos na sala de aula.

III Jornadas Pedagógicas - A sala de aula do séc. XXI: desafia-te! 

Sessão Gamificação na prática: aplicar elementos e técnicas de jogos na sala de aula.
Escola Secundária de Valongo, 13 de julho de 2016

Seminário "Gamificação: Estratégias de Jogos Aplicadas no Ensino e na Formação"

Jornal Expresso: A Jogar é que a Gente Aprende

Jornal Expresso - 19 de Março de 2016:

Com a ‘gamificação’ do ensino, os alunos tornam-se jogadores, as aulas desafios, há pontos e medalhas. Motivar é o grande objetivo. Em Portugal já se experimenta.

With 'gamification' of education, students become players, and classes become challenges where there are points and medals. Motivating is the ultimate goal. Portugal is already trying.

Ver mais em: http://leitor.expresso.pt/#library/expresso/semanario2264/revista-e-2264/-e/a-jogar-e-que-a-gente-aprende

Algumas pequenas contribuições para o artigo:

PhD Thesis Online

My PhD thesis

Using Gamification to Improve Participation in Social Learning Environments

is available online at ResearchGate and Academia.edu










Abstract:

This thesis addresses the problem of students’ disengagement by investigating if gami- fication can make a contribution to solve the problem and how. Gamification is a new trend that aims to improve people’s engagement, motivation, loyalty or participation. It started as a marketing tool but widespread to several different areas where peoples’ involvement is a key issue. Gamification is inspired by the success and popularity of video games and looks for ways to use game’s features in non-game contexts, as a way to drive game-like engagement. 

While schools are struggling with the lack of motivation and engagement of many of their students, technology is part of most children and teenagers lives in today’s societies. They are heavy users of several media that, through mobile and wireless technologies, are almost permanently present and available everywhere. Schools have to compete for students’ attention and time and find the ways to use technology in their favour and fill the gap between school and the outside technological world. Also, most of today’s students are video game’s consumers. Games have been used in educational and training scenarios for a long time. But building full-fledged games with learning purposes has high implementations costs. 

Gamification is a way to take advantage of the games’ power with lesser costs and ef- fort. An initial research on gamification revealed that education was precisely one of the main fields that could benefit from this new trend. As a main goal, the thesis proposes a framework to help teachers using technology-enhanced learning environments powered with gamification. It is expected that these environments can improve students’ behaviors towards school and learning. The framework also defines what should be the high level architecture of gamified digital systems. This architecture is platform independent and is proposed as a way to help developers in the implementation of gamified systems, by highlighting what their main building blocks should be. Based on a broad literature review, this thesis presents the most used game elements and game techniques found in already existing gamified applications. A set of those elements and techniques were included in the proposed framework. 

Further research was needed to investigate the impact of gamification and how to mea- sure that impact. The tendency to experience flow was chosen as a measure of engage- ment. Flow is a psychological state felt by people when they act with total involvement. People can experience flow when performing an engaging task. A high tendency to experience flow means high intrinsic motivation and a better engagement. The thesis addressed these issues by conducting an empirical study with primary education young students. The study investigated if a social learning environment with gamification tools would be more able to increase students disposition to experience flow than a non-gamified version. In this experiment, some gamified learning activities were set following the guidelines of the proposed framework. 

The results from the empirical study showed that there was an improvement in the students’ disposition for flow when using the gamified version of the social learning en- vironment. The students’ average score had an increase and the statistical test taken allowed to conclude that the average score increase has statistical significance.

2015: My PhD Year

 

2015 is near the end. 2015 is the year I finished my PhD, on November, 27th:

I hope to continue my research around gamification and e-learning in 2016.

For now, this is the thesis abstract:

This thesis addresses the problem of students’ disengagement by investigating if gamification can make a contribution to solve the problem and how. Gamification is a new trend that aims to improve people’s engagement, motivation, loyalty or participation. It started as a marketing tool but widespread to several different areas where peoples’ involvement is a key issue. Gamification is inspired by the success and popularity of video games and looks for ways to use game’s features in non-game contexts, as a way to drive game-like engagement. 

While schools are struggling with the lack of motivation and engagement of many of their students, technology is part of most children and teenagers lives in today’s societies. They are heavy users of several media that, through mobile and wireless technologies, are almost permanently present and available everywhere. Schools have to compete for students’ attention and time and find the ways to use technology in their favour and fill the gap between school and the outside technological world. Also, most of today’s students are video game’s consumers. Games have been used in educational and training scenarios for a long time. But building full-fledged games with learning purposes has high implementations costs. 

Gamification is a way to take advantage of the games’ power with lesser costs and effort. An initial research on gamification revealed that education was precisely one of the main fields that could benefit from this new trend. As a main goal, the thesis proposes a framework to help teachers using technology-enhanced learning environments powered with gamification. It is expected that these environments can improve students’ behaviors towards school and learning. The framework also defines what should be the high level architecture of gamified digital systems. This architecture is platform independent and is proposed as a way to help developers in the implementation of gamified systems, by highlighting what their main building blocks should be. Based on a broad literature review, this thesis presents the most used game elements and game techniques found in already existing gamified applications. A set of those elements and techniques were included in the proposed framework. 

Further research was needed to investigate the impact of gamification and how to measure that impact. The tendency to experience flow was chosen as a measure of engagement. Flow is a psychological state felt by people when they act with total involvement. People can experience flow when performing an engaging task. A high tendency to experience flow means high intrinsic motivation and a better engagement. The thesis addressed these issues by conducting an empirical study with primary education young students. The study investigated if a social learning environment with gamification tools would be more able to increase students disposition to experience flow than a non- gamified version. In this experiment, some gamified learning activities were set following the guidelines of the proposed framework. 

 

The results from the empirical study showed that there was an improvement in the students’ disposition for flow when using the gamified version of the social learning environment. The students’ average score had an increase and the statistical test taken allowed to conclude that the average score increase has statistical significance.

Soon, the all thesis will be on-line.


Happy New Year!

COIED 2015 - Conferência Online de Informática Educacional

A COIED 2015 - Conferência Online de Informática Educacional tem início já na próxima segunda-feira, 12 de outubro. O programa completo e detalhado está disponível aqui. As inscrições ainda estão abertas (até 11 de outubro).

Participação no programa de workshops com 

Vamos ver o que dá ...

Para já, aqui fica a sessão de abertura:

CURSO b-learning: "Gamificação: Estratégias de Jogos Aplicadas ao e-Learning"

Motivar através de desafios e incentivos é essencial na Formação, dinamizando a aprendizagem.

A GAMIFICAÇÃO aplica elementos característicos dos jogos a ambientes não lúdicos, como é o caso da formação e-learning, potenciando a aprendizagem.

Este e-curso focará técnicas e estratégias de gamificação, ou elementos de jogos, que, combinados, podem contribuir para que os cursos online sejam mais motivadores e envolventes, tornando-os mais eficazes.

Objetivos:

• Compreender o conceito de gamificação e a sua aplicação na formação e ensino;
• Conhecer as principais técnicas e estratégias de aplicação do conceito em situações reais de formação;
• Desenvolver capacidade para conceber atividades pedagógicas gamificadas com o auxílio de plataformas de apoio à aprendizagem e de ferramentas digitais de gamificação.

Início: 26 de fevereiro.
Duração: 30 horas (2 horas presenciais, 5 síncronas e 23 assíncronas).

Conteúdo Programático:

•   Módulo 0: Introdução ao curso e ao ambiente e-learning - 2h presenciais
•   Módulo 1: Dos Jogos à Gamificação - 1h assíncrona, 5h assíncronas
•   Módulo 2: Elementos de Jogos - 1h síncrona, 5h assíncronas
•   Módulo 3: Psicologia e Gamificação - 1h síncrona, 5h assíncronas
•   Módulo 4: Cenários de Aplicação - 2h síncronas, 9h assíncronas

Formador: Jorge Simões

 

»»  Informações adicionais e inscrições disponíveis aqui  ««

 

TecMinho – interface da Universidade do Minho
Centro e-Learning - elearning@tecminho.uminho.pt 
Tlf: 253 510 590
www.tecminho.uminho.pt/elearning