Gamificação na preparação para o Enade: o uso da plataforma Questione

Abstract

Performance indicators, such as external evaluations, allow for the promotion of discussions and reflections related to the infrastructure and quality of education offered by institutions. In the brazillian higher education, one of the methods responsible for monitoring the performance of graduating students is the Enade (National Student Performance Exam). It aims to assess the competencies that should shape the graduate’s profile. Thus, ensuring good performance is essential to indicate the quality of the education offered, and technological solutions can contribute to the preparation of students in competencies related to the exam. In the context of higher education courses in the field of Computing, this study presents a gamification approach implemented in a preparation tool for Enade, called Questione. Its design stems from evidence that gamification has the ability to motivate and engage individuals in performing certain activities. This tool provides a question bank that includes questions previously applied or that follow the same structure as those from previous editions of the exam. The gamification approach implemented is characterized by different elements divided into dynamics, mechanics, and components. The dynamic elements used are: narrative, progression, constraints, and emotions. The mechanics used are: feedback, resource acquisition, rewards, competition, challenges, and transactions. Finally, the component elements are: points, rankings, badges, missions, virtual economy, virtual goods, and loss aversion. The purpose of using all these elements was to propose a tool that contributes to the overall gamification experience. To achieve this, a methodology divided into five steps was used, including three studies. The evaluations of the tool employed a questionnaire based on the Technology Acceptance Model (TAM) and another based on the Intrinsic Motivation Inventory (IMI) to assess students’ motivation regarding the use of the tool. Overall, considering all three studies, 37 students evaluated Questione. The results indicated good acceptance of the technology and a positive influence on student motivation.

Performance indicators, such as external evaluations, allow for the promotion of discussions and reflections related to the infrastructure and quality of education offered by institutions. In the brazillian higher education, one of the methods responsible for monitoring the performance of graduating students is the Enade (National Student Performance Exam). It aims to assess the competencies that should shape the graduate’s profile. Thus, ensuring good performance is essential to indicate the quality of the education offered, and technological solutions can contribute to the preparation of students in competencies related to the exam. In the context of higher education courses in the field of Computing, this study presents a gamification approach implemented in a preparation tool for Enade, called Questione. Its design stems from evidence that gamification has the ability to motivate and engage individuals in performing certain activities. This tool provides a question bank that includes questions previously applied or that follow the same structure as those from previous editions of the exam. The gamification approach implemented is characterized by different elements divided into dynamics, mechanics, and components. The dynamic elements used are: narrative, progression, constraints, and emotions. The mechanics used are: feedback, resource acquisition, rewards, competition, challenges, and transactions. Finally, the component elements are: points, rankings, badges, missions, virtual economy, virtual goods, and loss aversion. The purpose of using all these elements was to propose a tool that contributes to the overall gamification experience. To achieve this, a methodology divided into five steps was used, including three studies. The evaluations of the tool employed a questionnaire based on the Technology Acceptance Model (TAM) and another based on the Intrinsic Motivation Inventory (IMI) to assess students’ motivation regarding the use of the tool. Overall, considering all three studies, 37 students evaluated Questione. The results indicated good acceptance of the technology and a positive influence on student motivation.