Desenho Instrucional Gamificado no Ensino Superior Online: a perceção e experiência dos estudantes

Abstract

This paper focuses on an investigation carried out in the context of online higher education. Two gamified instructional designs were made and applied on two curricular units, one of them with adult’s students experienced in online learning and the other one with adults’ students in the beginning of their program degree. In any case, the curricular design integrated nine game elements, although the mechanics of the system have undergone alterations, according to the receivers and the disciplinary context.  From the methodological point of view, the methodology of Design-Based Research was used, and data collection was done based on participant observation, questionnaires to students and interviews, which, afterwards, sought to clarify aspects of observation or questionnaire responses.  The data point to a positive perception on the part of the students about the gamified curricular designs they had experienced, pointing to some principles for the instructional design for online higher education.