Proposta de um jogo digital como instrumento de apoio a avaliação formativa contínua sobre o conteúdo de funções
Data
2019-03-15
Autores
Maziviero, Helio Fernando Gomes
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Apesar do aumento do uso de tecnologias no apoio educacional individualizado, esta vertente pedagógica ainda representa um campo pouco explorado. Isto se dá, entre outros fatores, principalmente pela dificuldade de identificar as características de todos alunos, devido à falta de uma ferramenta diagnóstica capaz de lidar com a quantidade excessiva de alunos em sala de aula. Neste cenário, o professor passa a avaliar a turma considerando um comportamento médio, ministrando, muitas vezes, conteúdos idênticos para alunos de diferentes níveis educacionais. Considerando tais problemáticas, o uso de recursos computacionais mostra-se uma alternativa potencial de auxílio ao professor. Assim, há de se considerar os aspectos computacionais em conjunto às teorias educacionais avaliativas. Neste sentido, apesar das muitas propostas avaliativas existentes, esta pesquisa visa a utilização dos métodos vinculados a avaliação formativa, baseados em feedbacks contínuos e na crescente melhoria de aprendizagem. Para isso, a presente pesquisa foi norteada pela perspectiva dos jogos digitais. Foi realizada uma revisão da literatura sobre game design, voltada para o desenvolvimento de um jogo digital com características de avaliação continua e imersão satisfatória. Desenvolvemos um jogo que teve como objetivo principal o apoio ao diagnóstico das dificuldades e facilidades dos alunos em conteúdo de matemática, em particular ao ensino de funções. Com o uso do jogo desenvolvido, 57 alunos foram submetidos à uma atividade envolvendo dois métodos de avaliação: a avaliação tradicional (questionário em papel) realizada por um professor e a avaliação realizada pelo jogo, por meio de um algoritmo matemático computacional, fundamentado e desenvolvido por meio da teoria de modelagem matemática. Para validação da eficácia da avaliação proposta, optou-se por um método quantitativo de análise de resultados. O teste de normalidade Kolmogorov-Smirnov foi utilizado como o critério para filtragem. Foi investigado o Índice de Correlação Intraclasse (ICC) e seu respectivo intervalo de confiança, como parâmetro objetivo de qualidade. Os resultados indicam cenários de boa a excelente concordâncias entre os resultados dos diferentes métodos de avaliação, indicando o potencial do jogo digital como um possível substitutivo ou complemento em relação ao trabalho manual executado pelo professor.
Despite the increasing use of technologies in individualized educational support, this pedagogical aspect still represents a little explored field. This is due, among other factors, mainly to the difficulty of identifying the characteristics of all students, due to the lack of a diagnostic tool capable of dealing with the excessive amount of students in the classroom. In this scenario, the teacher starts to evaluate the class considering an average behaviour, often providing identical content for students of different educational levels. Considering these problems, the use of computational resources shows a potential alternative of aid to the teacher. Thus, computational aspects must be considered in conjunction with evaluative educational theories. In this sense, despite the many existing evaluative proposals, this research aims at the use of methods linked to formative evaluation, based on continuous feedbacks and increasing learning improvement. For this, the present research was guided by the perspective of the digital games. A review of literature about game design was developed, aimed at the development of a digital game with characteristics of continuous evaluation and satisfactory immersion. We developed a game that had as main objective the support to the diagnosis of the difficulties and facilities of the students in content of mathematics, in particular to the instruction of functions. With the use of the developed game, 57 students were submitted to an activity involving two methods of evaluation: the traditional evaluation (paper questionnaire) made by a teacher and the evaluation made by the game, through a computational mathematical algorithm, based and developed by means of the mathematical modelling theory. To validate the effectiveness of the proposed evaluation, we opted for a quantitative method of analysis of results. The Kolmogorov- Smirnov normality test was used as the criterion for filtering. The Intraclass Correlation Index (ICI) and its respective confidence interval were investigated as an objective quality parameter. The results indicate good scenarios and excellent agreement between the results of the different evaluation methods, indicating the potential of the digital game as a possible substitute or complement to the manual work performed by the teacher.
Despite the increasing use of technologies in individualized educational support, this pedagogical aspect still represents a little explored field. This is due, among other factors, mainly to the difficulty of identifying the characteristics of all students, due to the lack of a diagnostic tool capable of dealing with the excessive amount of students in the classroom. In this scenario, the teacher starts to evaluate the class considering an average behaviour, often providing identical content for students of different educational levels. Considering these problems, the use of computational resources shows a potential alternative of aid to the teacher. Thus, computational aspects must be considered in conjunction with evaluative educational theories. In this sense, despite the many existing evaluative proposals, this research aims at the use of methods linked to formative evaluation, based on continuous feedbacks and increasing learning improvement. For this, the present research was guided by the perspective of the digital games. A review of literature about game design was developed, aimed at the development of a digital game with characteristics of continuous evaluation and satisfactory immersion. We developed a game that had as main objective the support to the diagnosis of the difficulties and facilities of the students in content of mathematics, in particular to the instruction of functions. With the use of the developed game, 57 students were submitted to an activity involving two methods of evaluation: the traditional evaluation (paper questionnaire) made by a teacher and the evaluation made by the game, through a computational mathematical algorithm, based and developed by means of the mathematical modelling theory. To validate the effectiveness of the proposed evaluation, we opted for a quantitative method of analysis of results. The Kolmogorov- Smirnov normality test was used as the criterion for filtering. The Intraclass Correlation Index (ICI) and its respective confidence interval were investigated as an objective quality parameter. The results indicate good scenarios and excellent agreement between the results of the different evaluation methods, indicating the potential of the digital game as a possible substitute or complement to the manual work performed by the teacher.
Descrição
Palavras-chave
Ensino de Matemática, Ensino individualizado, Jogos digitais, Avaliação formativa, Mathematics teaching, Individualized teaching, Digital games, Formative evaluation