A gamificação virtual numa perspectiva de ensino inclusivo

• DOI: 10.22533/at.ed.6892315125

• Palavras-chave: inclusão; metodologias ativas; Educação Básica; neurodiversidade; CAp-UERJ

• Keywords: inclusion; active methodologies; Basic Education; neurodiversity; CAp-UERJ

• Abstract: Students have their own particularities concerning the teaching-learning process. Within this context, the traditional teaching model should no longer meet all the learning demands of students and, at the same time, keep up with the changes brought about by the technological world in which society is embedded. Therefore, active methodologies such as virtual gamification can stimulate the learning process in a playful manner, making students feel motivated in this process. As it is a methodology that can use applications and virtual platforms, it can engage students in participation, considering that they spend a significant portion of their time connected to screens of smartphones, tablets, computers, and other technological devices. Furthermore, gamification is also an inclusive teaching tool that enables teachers to guide and assist students' learning. However, the literature on virtual gamification in inclusive education is still scarce and requires further studies with proposals for applications. The present study employed virtual gamification to create inclusive gamified activities in science and biology education at CAp-UERJ for neurodiverse students (ASD, ADHD, and dyslexia) in Basic Education. The pedagogical potentials of using the Wordwall and Socrative applications were examined. The activities suggest the need to incorporate practical knowledge of virtual gamification into the academic curriculum for teacher education.