A gamificação como estratégia para promover a reaprendizagem de conteúdos no ensino técnico em enfermagem

Abstract

This study is linked to the research line “Training and action of teaching professionals and educational practices” of the Postgraduate Program in Education at Universidade do Oeste Paulista - UNOESTE. Understanding gamification as a potentiator for students' meaningful learning and since it enables engagement and motivation, as well as having a field to be explored by education, this research starts from the researcher's daily work, observing that students do not maintained the continuity of the knowledge obtained at a given moment of the course, being forgotten. In this way, we seek to answer the research question: Can gamification help in the relearning process of contents studied in the Technical Nursing course?. Therefore, our general objective was to analyze the implementation of gamification in pedagogical processes, observing the impacts on the relearning of contents of the Technical Nursing course. Thus, an intervention-type research was carried out with students of the Technical Nursing course of a professional education institution in the interior of São Paulo. The intervention was performed using the Seppo software. For data collection, we chose to collect documents produced by the students through the intervention, as well as observation, a self-assessment questionnaire, a questionnaire about the strategy used and conceptual maps. The data obtained were analyzed in the light of the Theory of Flow and the ARCS Model through discursive textual analysis. Concept maps were analyzed from the perspective of Ausubel's theory of meaningful learning. We can show that once immersed in the flow state, content relearning becomes easier and the link of gamified strategies with challenges/situations experienced in the student's daily life and world of work can be a potentiator for content relearning, since there is the relationship and recognition of the importance of such contents.