Elementos do Estado de Fluxo durante atividades com Kahoot!: um estudo de casos múltiplos em aulas de alemão
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2019-03-26
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Universidade Estadual Paulista (Unesp)
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Nas últimas décadas, escolas e universidades têm se deparado com a demanda de mudanças estruturais e conceptuais para se adaptarem à nova realidade em que alunos não mais se satisfazem com métodos de ensino passivos e pouco desafiadores, porque desenvolveram, por meio do contato frequente com os games, a habilidade de resolver problemas complexos de maneira ativa (PRENSKY, 2006; FARDO, 2013). Dentro desse cenário, a Gamificação (KAPP, 2012) surge como uma alternativa para reconectar a linguagem dos professores com a das novas gerações de aprendizes, pois ela traz elementos de jogos para a sala de aula, promovendo, assim, a aprendizagem de maneira divertida. Além do mais, atividades gamificadas podem estimular que os seus participantes adentrem o Estado de Fluxo (CSIKSZENTMIHALYI, 1988, 1990, 1997), o qual é caracterizado, entre outros aspectos, por um alto nível de envolvimento e de concentração. Partindo dessa perspectiva, investigamos, neste trabalho, se a ferramenta Kahoot! pode prover atividades gamificadas e em que medida elas favorecem condições para a ocorrência dos elementos do Estado de Fluxo. Para concretizar o nosso objetivo, analisamos quatro aulas de alemão – ministradas em diferentes turmas do curso de Letras de uma universidade do interior paulista –, nas quais o Kahoot! foi empregado em seguida à exibição de um curta-metragem da/na língua-alvo, de modo que a compreensão dos alunos sobre o material assistido fosse avaliada e, também, que a discussão posterior acerca de aspectos da cultura-alvo fosse incitada e introduzida. Em relação à metodologia científica, o paradigma desta pesquisa é quali-quanti (ANDRÉ, 1995; FREITAS, 2018), o método em que nos pautamos é o estudo de casos múltiplos (YIN, 2015) e, como instrumentos de coleta de dados, lançamos mão de questionário, grupo focal, das anotações da observadora durante as aulas e do diário reflexivo do professor/pesquisador. Os resultados apontam que atividades com Kahoot! podem ser gamificadas e incitar todos os componentes do Estado de Fluxo. No entanto, para tal, é necessário que a infraestrutura seja adequada (de forma a comportar o funcionamento contínuo da internet), que os participantes não sejam constantemente distraídos por fatores externos à atividade, como conversas paralelas e notificações de outros aplicativos, e que o professor/propositor se norteie, no momento da elaboração e aplicação do Kahoot!, por objetivos pedagógicos condizentes com as necessidades e os anseios dos alunos, como preconizado pelo parâmetro da particularidade do Pós-Método (KUMARAVADIVELU, 2001). Caso contrário, as falhas de conexão com a internet e as distrações podem prejudicar o nível de concentração dos participantes. Ademais, a inadequação ou mesmo ausência de objetivos pedagógicos pode não apenas afetar a motivação intrínseca dos aprendizes (quando, por exemplo, a temática abordada lhes é desinteressante), como também levar o professor/propositor a atribuir à atividade um nível de dificuldade superior às capacidades do seu público-alvo.
In the last decades, schools and universities have faced the demand of conceptual and structural changes to get adapted to the new reality, in which students are no longer satisfied with passive and little challenging teaching methods, because they have developed, through frequent contact with games, the ability to solve complex problems in an active way (PRENSKY, 2006; FARDO, 2013). Within this scenario, the Gamification (KAPP, 2012) emerges as an alternative to reconnect the teachers’ language to the one of the new generation of learners, since it brings game elements to the classroom, promoting, thus, the learning in a fun way. Furthermore, gamified activities can stimulate the students to enter the Flow State (CSIKSZENTMIHALYI, 1988, 1990, 1997), which is characterized, among other aspects, by a high level of engagement and concentration. Stemming from this perspective, we investigate, in this work, if the tool Kahoot! can provide gamified activities and in which way they favor conditions to the occurrence of elements from the Flow State. In order to achieve our goal, we have analyzed four German classes – taught in different classes from a Linguistics course in a university in the countryside of São Paulo state – in which Kahoot! was used after the exhibition of a short movie in the target language, so that the students’ comprehension about the material was evaluated and also that the further discussion around the target culture was incited and introduced. Regarding the scientific methodology, this research paradigm is quali-quantitative (ANDRÉ, 1995; FREITAS, 2018), the method in which we are based is the study of multiple cases (YIN, 2015), and, as tools for data collection, we made use of surveys, focus group, of the observer’s notes during the classes and use of the researcher/professor’s reflexive journal. The results point out that activities with Kahoot! can be gamified and incite all the components from the Flow State. However, to do so, it is necessary to have an appropriate infrastructure (allowing the internet ongoing functioning), also that the students are not constantly distracted by factors outside the activity, such as parallel conversations and notifications from other applications, and that the professor is guided, in the moment of the elaboration and application of Kahoot!, by pedagogical objectives compatible with the students’ needs and longings, as advocated by the particularity parameter of Postmethod (KUMARAVADIVELU, 2001). Otherwise, the flaws in internet connection and the distractions may impair the participants’ concentration level. Moreover, the inadequacy or even the lack of pedagogical objectives may not only affect the learners’ intrinsic motivation (when the approached theme is not interesting for them, for example), but also lead the researcher/professor to attribute to the activity a difficulty level superior to their target audience’s capabilities.
In the last decades, schools and universities have faced the demand of conceptual and structural changes to get adapted to the new reality, in which students are no longer satisfied with passive and little challenging teaching methods, because they have developed, through frequent contact with games, the ability to solve complex problems in an active way (PRENSKY, 2006; FARDO, 2013). Within this scenario, the Gamification (KAPP, 2012) emerges as an alternative to reconnect the teachers’ language to the one of the new generation of learners, since it brings game elements to the classroom, promoting, thus, the learning in a fun way. Furthermore, gamified activities can stimulate the students to enter the Flow State (CSIKSZENTMIHALYI, 1988, 1990, 1997), which is characterized, among other aspects, by a high level of engagement and concentration. Stemming from this perspective, we investigate, in this work, if the tool Kahoot! can provide gamified activities and in which way they favor conditions to the occurrence of elements from the Flow State. In order to achieve our goal, we have analyzed four German classes – taught in different classes from a Linguistics course in a university in the countryside of São Paulo state – in which Kahoot! was used after the exhibition of a short movie in the target language, so that the students’ comprehension about the material was evaluated and also that the further discussion around the target culture was incited and introduced. Regarding the scientific methodology, this research paradigm is quali-quantitative (ANDRÉ, 1995; FREITAS, 2018), the method in which we are based is the study of multiple cases (YIN, 2015), and, as tools for data collection, we made use of surveys, focus group, of the observer’s notes during the classes and use of the researcher/professor’s reflexive journal. The results point out that activities with Kahoot! can be gamified and incite all the components from the Flow State. However, to do so, it is necessary to have an appropriate infrastructure (allowing the internet ongoing functioning), also that the students are not constantly distracted by factors outside the activity, such as parallel conversations and notifications from other applications, and that the professor is guided, in the moment of the elaboration and application of Kahoot!, by pedagogical objectives compatible with the students’ needs and longings, as advocated by the particularity parameter of Postmethod (KUMARAVADIVELU, 2001). Otherwise, the flaws in internet connection and the distractions may impair the participants’ concentration level. Moreover, the inadequacy or even the lack of pedagogical objectives may not only affect the learners’ intrinsic motivation (when the approached theme is not interesting for them, for example), but also lead the researcher/professor to attribute to the activity a difficulty level superior to their target audience’s capabilities.
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Estado de Fluxo, Gamificação, Kahoot!, M-Learning, Flow State, Gamification, , M-Learning, Ensino e aprendizagem de alemão como língua estrangeira, Teaching and learning of german as a foreign language