O jogo na arte-exploração da criatividade artística através do uso de tecnologias de informação e comunicação
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2024
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O presente relatório consiste numa investigação fundamentada sobre a importância da criatividade e o seu impacto nas aprendizagens, utilizando jogos digitais como instrumentos de ensino/aprendizagem, integrando o Ensino Artístico, a Educação para os Media e a Interdisciplinaridade e, ou potencial Transdisciplinaridade. Esta investigação foi aplicada a duas turmas do oitavo ano de um colégio privado, com média de idades de 13 anos e desvios padrão de 0,47 e 0,50, respetivamente. Na primeira turma, foi planificada uma Banda Desenhada que serviu de base para a criação de um videojogo, enquanto na segunda apenas se trabalhou a Banda Desenhada. Foi possível constatar a importância da implementação de estratégias de diferenciação pedagógica, não centralizadas na intervenção direta do professor, respondendo aos interesses e motivações dos jovens do século XXI e potenciando competências essenciais. Na Prática de Ensino Supervisionada, explorou-se a criatividade artística através do uso de Tecnologias de Informação e Comunicação (TIC), utilizando a ferramenta de criação de videojogos Roblox, numa investigação-ação interdisciplinar, que permitiu o enriquecimento do processo educativo. O feedback da prática revelou oportunidades de aprender ensinando, evidenciado nas atividades planificadas que promoveram a aprendizagem em contexto de transdisciplinaridade. Numa reflexão ponderada, consideraram-se pertinentes as seguintes questões de investigação: qual o impacto dos jogos digitais como ferramenta de ensino na aprendizagem dos alunos? De que forma a relação entre o jogo e a Educação Artística pode facilitar a expressão da criatividade e do pensamento crítico nas competências necessárias para o século XXI? E de que modo o jogo pode ser uma estratégia na operacionalização da Interdisciplinaridade e Transdisciplinaridade no 3º ciclo? Observou-se, após a avaliação final do ano letivo, que a média global dos resultados em todas as disciplinas é muito similar nas duas turmas. No entanto, os dados confirmam um desempenho superior na turma que foi exposta aos jogos de aprendizagem, em comparação com a outra. Apesar de se tratar de um estudo exploratório, cujos resultados não podem ser generalizados, a criação do jogo parece indicar um impacto positivo no desenvolvimento das competências trabalhadas ao longo deste projeto. Palavras-Chave: Educação Básica, Arte, Media, Jogo, Investigação-ação, Criatividade
This report is based on a research study investigating the importance of creativity and its impact on learning through digital games as a teaching/learning tool, integrating Artistic Education, Media Education, and Interdisciplinarity and/or potential Transdisciplinarity. This study was conducted with two eighth-grade classes from a private school, with an average age of 13 years and standard deviations of 0.47 and 0.50, respectively. In the first class, a comic strip was planned and served as the basis for creating a video game, while in the second class, only the comic strip was developed. The importance of implementing pedagogical differentiation strategies that are not centered on the direct intervention of the teacher was evident, meeting the interests and motivations of 21st-century youth and enhancing essential skills. In the Supervised Teaching Practice, artistic creativity was explored through the use of Information and Communication Technologies (ICT), utilizing the Roblox game creation tool in an interdisciplinary action research project, enriching the educational process. Feedback from the practice revealed opportunities for learning through teaching, demonstrated in the planned activities that promoted learning in a transdisciplinary context. A thoughtful reflection raised pertinent research questions: what is the impact of digital games as a teaching tool on student learning? How can the relationship between gaming and Artistic Education facilitate the expression of creativity and critical thinking in the skills required for the 21st century? And how can gaming be a strategy in operationalizing Interdisciplinarity and Transdisciplinarity in the 3rd cycle? After the final evaluation of the academic year, it was observed that the average results across all subjects were very similar in both classes. However, the data confirm a higher performance in the class exposed to learning games compared to the other. Although this is an exploratory study with results that cannot be generalized, the creation of the game appears to have had a positive impact on the development of the skills worked on throughout this project
This report is based on a research study investigating the importance of creativity and its impact on learning through digital games as a teaching/learning tool, integrating Artistic Education, Media Education, and Interdisciplinarity and/or potential Transdisciplinarity. This study was conducted with two eighth-grade classes from a private school, with an average age of 13 years and standard deviations of 0.47 and 0.50, respectively. In the first class, a comic strip was planned and served as the basis for creating a video game, while in the second class, only the comic strip was developed. The importance of implementing pedagogical differentiation strategies that are not centered on the direct intervention of the teacher was evident, meeting the interests and motivations of 21st-century youth and enhancing essential skills. In the Supervised Teaching Practice, artistic creativity was explored through the use of Information and Communication Technologies (ICT), utilizing the Roblox game creation tool in an interdisciplinary action research project, enriching the educational process. Feedback from the practice revealed opportunities for learning through teaching, demonstrated in the planned activities that promoted learning in a transdisciplinary context. A thoughtful reflection raised pertinent research questions: what is the impact of digital games as a teaching tool on student learning? How can the relationship between gaming and Artistic Education facilitate the expression of creativity and critical thinking in the skills required for the 21st century? And how can gaming be a strategy in operationalizing Interdisciplinarity and Transdisciplinarity in the 3rd cycle? After the final evaluation of the academic year, it was observed that the average results across all subjects were very similar in both classes. However, the data confirm a higher performance in the class exposed to learning games compared to the other. Although this is an exploratory study with results that cannot be generalized, the creation of the game appears to have had a positive impact on the development of the skills worked on throughout this project
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VISUAL ARTS, VISUAL ARTS EDUCATION, PRIMARY EDUCATION, DIGITAL GAMES, CREATIVITY, ART, ACTION RESEARCH, INTERNSHIP REPORTS, MESTRADO EM ENSINO DAS ARTES VISUAIS NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ARTES VISUAIS, ENSINO DE ARTES VISUAIS, ENSINO BÁSICO, JOGOS DIGITAIS, CRIATIVIDADE, ARTE, INVESTIGAÇÃO-AÇÃO, RELATÓRIOS DE ESTÁGIO, Mestrado em Ensino das Artes Visuais no 3.º Ciclo do Ens. Básico e Secundário