Banca de DEFESA: ADRIANA ALVES PINTO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ADRIANA ALVES PINTO
DATE: 11/04/2025
TIME: 14:00
LOCAL: online - RNP vicenteparreiras
TITLE:

GAMIFICATION AND DIPAC IN ENGLISH TEACHING: Strategies for Engagement and Learning in Basic Education

KEY WORDS:

Gamification; Kahoot!; Engagement; DIPAC; Complexity.

 

 

PAGES: 266
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

This Ph.D. thesis investigated the impact of gamification through the Kahoot! platform in English language classes, based on the complexity paradigm and the Adaptive Complex Pedagogical Interaction Dynamics (DIPAC) approach. It aimed to analyze evidence of student engagement when applying the active gamification methodology mediated by DIPAC. To achieve this purpose, the research sought to answer the following questions: (I) What are indications emerge from the use of gamification in the complex adaptive classroom system that enable student engagement in English language classes? and (II) What strategies and resources did students adopt to promote autonomous English learning both inside and outside the classroom? The study was grounded in research on engagement (Skinner; Pitzer, 2012; Fredricks, Blumenfeld; Paris, 2004; Reeve, 2012; Csikszentmihalyi, 1990); on the complexity paradigm (Morin, 1995a; Cameron; Larsen-Freeman, 2007; Paiva, 2009); on active learning methodologies (Bacich; Moran, 2018; Mattar, 2017); on gamification (Kapp, 2017; Prensky, 2001; Mattar, 2017); and on DIPAC (Parreiras, 2005, 2015). This is an action research study (Prodanov & Freitas, 2013), with a participatory and qualitative-interpretative approach (Severino, 2013). The research was conducted with four ninth-grade classes from a public school in the northern region of Belo Horizonte. Data generation was based on the analysis of engagement factors (Skinner; Pitzer, 2012) and the Appraisal System (Martin; White, 2005), using an evaluation and self-evaluation questionnaire, as well as records in a research diary documenting students’ behavior throughout the academic year. In order to assess potential improvements in English proficiency, participants took tests before and after the implementation of gamification. The results indicated that gamification, mediated by DIPAC, contributed to a significant increase in students' emotional and behavioral engagement and to the development of socio-emotional skills in English language teaching and learning process. Additionally, improvements in the linguistic proficiency were observed, which promotes autonomous learning and the development of more effective strategies for English language acquisition. The study also highlights the importance of personalizing teaching, of adapting activities to students’ needs, and of considering their learning styles. The findings of this research suggest that integrating gamification into DIPAC, from the perspective of the complexity paradigm, can stimulate students’ motivation, autonomy, and engagement in English language teaching and learning activities.

COMMITTEE MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Externo à Instituição - GASPERIM RAMALHO DE SOUZA - UFLA
Externa à Instituição - JOSIMAR GONÇALVES RIBEIRO
Externo à Instituição - ALVARO JOSÉ DOS SANTOS GOMES - UFMS
Externa à Instituição - MAYSA DE PADUA TEIXEIRA PAULINELLI - UNIFESSPA
Externa à Instituição - RITA DE CÁSSIA AUGUSTO - UFMG
Externo à Instituição - MAURICIO TEIXEIRA MENDES - SEE