Video games and kahoot! As cognitive gamifiers in compulsory social isolation

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Autor(es): dc.contributorUniversidad César Vallejo-
Autor(es): dc.contributorPontifica Universidade Catolica de Campinas-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversidad Tecnológica del Perú-
Autor(es): dc.contributorUniversidad Nacional Mayor de San Marcos-
Autor(es): dc.creatorHolguin-Alvarez, Jhon-
Autor(es): dc.creatorTaxa, Fernanda-
Autor(es): dc.creatorTortora, Evandro [UNESP]-
Autor(es): dc.creatorAlanya-Beltran, Joel-
Autor(es): dc.creatorPanduro-Ramírez, Jeidy-
Autor(es): dc.creatorSoto-Hidalgo, Cinthya-
Data de aceite: dc.date.accessioned2022-08-04T22:09:03Z-
Data de disponibilização: dc.date.available2022-08-04T22:09:03Z-
Data de envio: dc.date.issued2022-04-28-
Data de envio: dc.date.issued2022-04-28-
Data de envio: dc.date.issued2020-09-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.30534/ijatcse/2020/245952020-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/221585-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/221585-
Descrição: dc.descriptionCurrent educational gamifiers are based on the application of semi-formal and non-formal platforms to lead to more flexible learning in the current pandemic context. Given this, we propose the objective of investigating teaching and stimulating the learning of mathematical competencies in two Latin American contexts. We included in the first study 142 professors from the São Paulo Government of Brazil to study the use of the game through an evaluation by Kahoot! In another phase, we included 257 Basic Education teachers and 1,456 students from Peru to develop an experiment with non-serious video games. The conclusions allow us to argue that a large part of the teachers accept the Kahoot! Platform as an evaluating and gamifying means with equal effects to the use of traditional games in current education. Similarly, video games develop numerical thinking and mathematical reasoning in students who receive a virtual education in pandemic contexts. The contributions of the study also invite to introduce gamifiers as attitudinal increasing elements of complex learning in the classroom.-
Descrição: dc.descriptionUniversidad César Vallejo-
Descrição: dc.descriptionPontifica Universidade Catolica de Campinas-
Descrição: dc.descriptionUniversidade do Estadual Paulista Júlio de Mesquita Filho-
Descrição: dc.descriptionUniversidad Tecnológica del Perú-
Descrição: dc.descriptionUniversidad Nacional Mayor de San Marcos-
Descrição: dc.descriptionUniversidade do Estadual Paulista Júlio de Mesquita Filho-
Formato: dc.format8615-8620-
Idioma: dc.languageen-
Relação: dc.relationInternational Journal of Advanced Trends in Computer Science and Engineering-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectEducational Platforms-
Palavras-chave: dc.subjectGamification-
Palavras-chave: dc.subjectKahoot!-
Palavras-chave: dc.subjectMathematical Thinking-
Palavras-chave: dc.subjectSocial Isolation-
Palavras-chave: dc.subjectVideogames-
Palavras-chave: dc.subjectVirtual Learning-
Título: dc.titleVideo games and kahoot! As cognitive gamifiers in compulsory social isolation-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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