Integrar jogos sérios de investigação no ensino superior de curta duração: impactos na aprendizagem de conceitos de literacia digital em inglês como segunda língua
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Resumo
Este estudo quase experimental examina a eficácia de dois jogos sérios digitais de investigação (Genially e Unity), em comparação com um grupo controle sem jogo, para apoiar a aprendizagem, no nível colegial, de conceitos relacionados à literacia digital e à inteligência artificial em inglês como segunda língua (ISL). A aprendizagem é operacionalizada por duas componentes do vínculo forma–significado em uma palavra: 1) o recall da forma escrita (produtivo, escrito) e 2) o reconhecimento do significado (receptivo, escrito), medidos em um pré-teste e um pós-teste. Os questionários foram administrados por meio do LimeSurvey. As análises estatísticas (N = 189; A = 53, B = 71, C = 65) foram realizadas por análises de covariância (ANCOVA), controlando o desempenho inicial, com comparações pós-hoc ajustadas (método de Holm). Os resultados não indicam diferenças significativas entre os grupos para o reconhecimento do significado. Por outro lado, observa-se um efeito de grupo na recordação da forma escrita, o que é notável, uma vez que esse componente é mais difícil de dominar do que o reconhecimento do significado. Assim, o grupo Genially obteve pontuações ajustadas no pós-teste superiores às do grupo de controle e do grupo Unity. Esses resultados sugerem que o efeito dos jogos sérios na aprendizagem pode variar conforme a componente avaliada, os conhecimentos prévios dos(as) aprendizes e o desenho do dispositivo.
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