Digital Game-Based Methodology: Active Learning in Elementary Education in Brazil
Tatiana Ramalho Barbosa; Katarina Queiroga Duarte, Henrique Miguel de Lima Silva
Abstract
Partnering can be the starting point for effective learning process in schools in the 21st century, says professor and book writer Marc Prensky, in his publication of 2010. Prensky's perspective posits that technological tools are continually becoming more compact, swifter, and superior in quality. Unquestionably, the younger generation will manifest a pervasive inclination to integrate these tools into their daily activities. Concurrently, a juxtaposition arises with educators who are accustomed to traditional instructional methodologies involving lectures, presentations, and the dissemination of their own expertise. In contrast with this didactic approach, active learning methods are emerging as alternative pedagogical teaching. In the present-day educational scenario, the Alpha generation comprises a significant majority of primary school pupils, thereby requiring a distinctive pedagogical framework characterized by unique attributes and emerging complexities for educators. This way, the undertaken investigation seeks to showcase the effective deployment of game-based Methodology, with a particular focus on the application of interactive platforms like Kahoot! and Nearpod for the instruction of the English as an Additional Language. The research is rooted in a qualitative paradigm, grounded in action research (Stinger, 2014) and guided by the theoretical framework of multiliteracy pedagogy (Coscarelli; Ribeiro, 2017; Rojo, 2009). This theoretical stance accentuates active and interactive learning modalities. In this empirical inquiry, instructional propositions were implemented during the early stages of primary education within two privately administered educational institutions situated in the municipality of João Pessoa, Paraíba, Brazil. The outcomes of the study demonstrate a favorable reception among students and parents concerning the assimilation of educational games into the pedagogical process. Consequently, it can be deduced that digital game-based methodology has the potential to function as a crucial constituent in the evolution of contemporary pedagogical methods, thereby motivating other educators to delve into its merits in order to augment student involvement and align with the exigencies of the contemporary learners.
Full Text: PDF DOI: 10.15640/ijll.v11n1a5
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