Gamificação na educação superior: em busca de uma aprendizagem significativa.

Abstract

This thesis entitled Gamification in Higher Education: in search of meaningful learning, does not intend to deal with Ausubel's theories, but to address similar theories that are linked to John Dewey. Bearing in mind that there are still several gaps regarding the use of gamification elements in pedagogical practices that are more effective for Higher Education students' learning, research is being carried out on the gamification of learning in Higher Education, thus seeking to support the implementation of Public Policies that can account for the innovations that are present in that educational level. To do so, it starts with a systematic bibliographical review of research selected from different parts of the world in order to understand the possibilities of answering the following question: which elements and pedagogical practices of gamification have had more significant results regarding the learning of students of the College education? Thus, seeking to clarify which aspects of these practices are most relevant to enhance these students' learning. With that in mind, it was necessary to identify the particularities and characteristics of Higher Education with a focus on Brazil; understand the meanings of gamification in its various aspects; carry out a systematic bibliographical review related to gamification practices in Higher Education. In view of this, it appears that it is not possible to state that the gamification performed with the same game elements will guarantee equal results in the gamified learning processes. Noting that gamification becomes more effective through the establishment of connections between gamified pedagogical practices with elements that students would find in their future professions, which imposes the finding that those gamifications that explore the interests of students and stimulate them through meaningful practices, they produce better results, instigate greater autonomy in these students and generate greater independence regarding the need for extrinsic stimuli for the deepening of their studies.