[{"data":1,"prerenderedAt":145},["ShallowReactive",2],{"person-3ef6adf8-a574-4ff5-9f58-a5b1523e3ad3":3},{"success":4,"person":5,"request":141},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":11,"url":7,"createDate":12,"filiation":13,"slugs":14,"articles":17},"Wiese","","Luiz Paulo de Lemos",{},"3ef6adf8-a574-4ff5-9f58-a5b1523e3ad3","luiz.wiese@univille.br","2025-12-16T20:49:57-03:00","Mestre, Univille",[15,16],"luiz-paulo-de-lemos-wiese","wiese-luiz-paulo-de-lemos",[18],{"parent":19,"metaData":20,"data":22,"langs":31,"_id":34,"type":35,"typeData":36,"status":102,"updateDate":103,"contributors":104,"contributorsIds":137,"download":138,"slugs":139,"slug":140},"1ab1f6ea-e043-44d8-a7ab-1bd0d96c1c82",{"updateDate":7,"createDate":21,"deleteDate":7},1765934537,{"secondary":23,"primary":27},{"keywords":24,"excerpt":25,"title":26},"\u003Cp>Education, Gamification, Engagement\u003C/p>","Education in Brazil is a complex, multi-grade system with several weaknesses, mainly in terms of student motivation and engagement in the teaching and learning process. This work aims to report three cases of application of active teaching and learning methodology, specifically gamification, at different levels of education. The methodology used in the three cases was Design Science Research associated with gamification strategy development tools. Elementary education, technical education and postgraduate higher education at doctoral level have similarities and particularities in the user profile that allow us to personalize the gamification experience to obtain an optimal level of engagement and motivation. As a result, the three experiences were successful in applying gamified methodologies, increasing user engagement and motivation rates to the maximum.","Gamification as a Tool for Engagement and Motivation: Case Studies on Different Educational Levels",{"keywords":28,"excerpt":29,"title":30},"\u003Cp>Educação, Gamificação, Engajamento\u003C/p>","A educação no Brasil é um sistema complexo, multisseriado com diversas fragilidades, principalmente no quesito de motivação e engajamento dos alunos no processo de ensino e aprendizagem. Este trabalho tem por objetivo relatar três casos de aplicação de metodologia ativa de ensino e aprendizagem, especificamente a gamificação, em diferentes níveis de educação. A metodologia utilizada nos três casos foi a Design Science Research associada às ferramentas de desenvolvimento de estratégias em gamificação. O ensino fundamental, o ensino técnico e o ensino superior de pós-graduação em nível de doutorado possuem semelhanças e particularidades no perfil do usuário que permitem personalizar a experiência de gamificação para obter um nível ótimo de engajamento e motivação. Como resultado, as três experiências obtiveram êxito na aplicação das metodologias gamificadas, elevando os índices de engajamento e motivação dos usuários ao máximo.","Gamificação como Instrumento para Engajamento e Motivação: Estudo de Casos nos Diversos Níveis de Educação",[32,33],"primary","secondary","de001dc6-d644-4256-b81b-27011ba0c262","article",{"startPage":37,"file":38,"references":41,"endPage":99,"track":100,"doi":101},654,{"fullpath":39,"name":40},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F15_pd_design_2024%2F16290_9869.pdf","16290_9869.pdf",[42,45,48,51,54,57,60,63,66,69,72,75,78,81,84,87,90,93,96],{"id":43,"label":44},"13188e2d-cbbf-4e56-bb62-cc2da802be9d","\u003Cp>BARTLE, RICHARD A.: Understanding the Limits of Theory. In Chris Bateman (ed.): \u003Cstrong>Beyond Game Design: Nine Steps to Creating Better Videogames\u003C/strong>. Delmar: 2009.\u003C/p>",{"id":46,"label":47},"1a7e25a5-2ac6-46f1-9770-8af14b4bb27f","\u003Cp>ÇEKER, E.; ÖZDAMH, F. What \"Gamification\" is and what it's not. In: \u003Cstrong>European Journal of Contemporary Education\u003C/strong>, v. 6, n. 2, 2017.\u003C/p>",{"id":49,"label":50},"7ac9b3e5-8828-4653-994a-06bc54214735","\u003Cp>CHAMMAS, A.; QUARESMA, M.; MONT'ALVÃO, C. A dicotomia entre teoria e prática do brainstorming. \u003Cstrong>16° Ergodesign\u003C/strong>. 2017.\u003C/p>",{"id":52,"label":53},"87c87b04-8e9a-48ef-b8fb-1705a9d5c171","\u003Cp>CHEN, J.; MUTHUKUMARANA, H.; CHALHOUB, J.; CHEN, S. The Evolution of Education: Past, Present and the Future. In: \u003Cstrong>Cainz\u003C/strong>. 2024. (https://cainz.org/11210/).\u003C/p>",{"id":55,"label":56},"4c3c27db-b4fd-4580-9441-5e2102002ddf","\u003Cp>CHOU, Y. Gamification & Behavioral Design. In: \u003Cstrong>Octalysis Prime\u003C/strong>. 2024 (https://yukaichou.com/).\u003C/p>",{"id":58,"label":59},"8cdde671-2e41-4cd6-8b26-53f5426dcccb","\u003Cp>DICKIE, I; SCHULENBURG, H.R.W; WIESE, L.P.L. Framework de gamificação para educação: O caso do Projeto Game On. In: \u003Cstrong>Estudos em Design\u003C/strong>. Rio de Janeiro: v. 28, n. 1, p. 191 – 208. 2020.\u003C/p>",{"id":61,"label":62},"932d8335-1cd9-4ee3-a230-ed36903bd472","\u003Cp>GRAY, D.; BROWN, S.; MACANUFO, J. \u003Cstrong>Gamestorming: jogos corporativos para mudar, inovar e quebrar regras\u003C/strong>. Rio de Janeiro: Alta Books, 2012.\u003C/p>",{"id":64,"label":65},"fdba50f7-2da6-4f34-85cf-7a3f27c7d94c","\u003Cp>KAWAKITA, J. \u003Cstrong>The original KJ Method (Revised Edition)\u003C/strong>. Meguro, Tokyo: Kawakita Research Institute. 1991.\u003C/p>",{"id":67,"label":68},"0618acc4-35db-4e3b-b4d8-318732752e6f","\u003Cp>KEPNER, C. H.; TREGOE, B. B. \u003Cstrong>O administrador racional\u003C/strong>. São Paulo. Ed. Atlas. p.58. 1981.\u003C/p>",{"id":70,"label":71},"2492187a-c6ee-4ad3-a3f3-6e5437339011","\u003Cp>LACERDA, D. P.; DRESCH, A.; PROENÇA, A.; ANTUNES JUNIOR, J. A. V. Design Science Research: método de pesquisa para a engenharia de produção. In: \u003Cstrong>Gest. Prod.\u003C/strong>, São Carlos, v. 20, n. 4, p. 741-761, 2013.\u003C/p>",{"id":73,"label":74},"8cb13413-3559-4550-9b0b-b302053731a1","\u003Cp>LUCHESI, B. M.; LARA, E. M. O; SANTOS, M. A. \u003Cstrong>Guia prático de introdução às metodologias ativas de aprendizagem\u003C/strong> [recurso eletrônico]. – Campo Grande, MS : Ed. UFMS, 2022.\u003C/p>",{"id":76,"label":77},"30af7045-32ef-4211-b434-cc7f3eae5c98","\u003Cp>MCKINNON, K.; WALTER, S. H.; DAVIS, D. \u003Cstrong>Benchmarking: A Manual for Australian Universities\u003C/strong>, p. 7. 2000.\u003C/p>",{"id":79,"label":80},"56acf757-95a3-40aa-9cb2-9a43ce66ed3c","\u003Cp>OSBORN, A. F. \u003Cstrong>O Poder criador da mente – Princípios e processos do pensamento criador e do brainstorming\u003C/strong>. São Paulo, Editora Ibrasa, 4º edição, 1975.\u003C/p>",{"id":82,"label":83},"211f2924-750b-4c31-bc2f-05736ec97fbc","\u003Cp>RIBEIRO, I. C.; WIESE, L. P. L. Instrumentos para aferição de motivação e engajamento no ensino e aprendizagem: uma revisão de literatura focada na gamificação. In: \u003Cstrong>Cadernos de Iniciação à Pesquisa\u003C/strong>. No prelo.\u003C/p>",{"id":85,"label":86},"f9c608fc-8ef8-410d-a098-c5dbe1c1e2c5","\u003Cp>RYAN, R. M.; DECI, E. L. \u003Cstrong>Self-determination theory. Basic psychological needs in motivation, development and wellness\u003C/strong>. New York, NY : Guilford Press. L. Bouffard. 2017\u003C/p>",{"id":88,"label":89},"0ca9dd09-19a7-400a-b18b-fbf94578ca31","\u003Cp>SCHERER, K.R. The dynamic architecture of emotion: evidence for the component process model. \u003Cstrong>Cognition and Emotion\u003C/strong>, v. 23, p. 1307–1351, 2009.\u003C/p>",{"id":91,"label":92},"b36e897e-55bb-4624-ba37-903aec4f9326","\u003Cp>SCHMITZ, M.; DICKIE, I. B. Abordagens participativas em projetos de design: uma Revisão Bibliográfica Sistemática em periódicos brasileiros. In: \u003Cstrong>Anais do Gampi Plural '17\u003C/strong>. Joinville: Univille, 2017.\u003C/p>",{"id":94,"label":95},"ca294bc3-c0ee-408e-8472-5a975a3c72c5","\u003Cp>SKINNER, B. F. \u003Cstrong>Science and human behavior\u003C/strong>. New York: Macmillan. 1953\u003C/p>",{"id":97,"label":98},"2238652e-4ab3-41ec-8ec3-682d40128c73","\u003Cp>VIANNA, M. J.; VIANNA, Y.; KRUMHOLZ, I.; FIGUEIREDO, A. B.; RUSSO, L. B. \u003Cstrong>Design thinking: inovação em negócios\u003C/strong>. Rio de Janeiro. MJV Press, 2012. 162p.\u003C/p>",661,"4cb1gvhi","https://doi.org/10.29327/5457226.1-48","enabled","2025-12-27T21:44:58-03:00",[105,112,123,127],{"designation":7,"_id":10,"createDate":106,"role":7,"name":8,"slugs":107,"lastName":6,"url":7,"objectID":10,"description":108,"id":7,"path":109,"lastmodified":110,"filiation":111,"email":11},"2025-12-17T01:22:17.291Z",[15,16],{},"people/3ef6adf8-a574-4ff5-9f58-a5b1523e3ad3",1765934537291,"Univille",{"description":113,"objectID":114,"email":115,"name":116,"url":7,"id":7,"createDate":106,"lastName":117,"lastmodified":110,"path":118,"filiation":119,"_id":114,"designation":7,"slugs":120,"role":7},{},"0472716e-ead4-4c8f-9d92-5fd03cef3194","harodesigner@gmail.com","Haro Ristow Wippel","Schulenburg","people/0472716e-ead4-4c8f-9d92-5fd03cef3194","UFS",[121,122],"haro-ristow-wippel-schulenburg","schulenburg-haro-ristow-wippel",{"role":7,"filiation":7,"name":124,"_id":125,"designation":7,"email":7,"url":7,"lastName":126},"Isadora Burmeister","67b53964-8794-4df6-86ee-3c5ed9475a84","Dickie",{"id":7,"designation":7,"slugs":128,"role":7,"_id":131,"lastmodified":110,"objectID":131,"name":132,"path":133,"filiation":111,"description":134,"url":7,"email":135,"createDate":106,"lastName":136},[129,130],"adriane-shibata-santos","santos-adriane-shibata","75f78404-4d08-4d1b-8da1-69d1eaaaa6c6","Adriane Shibata","people/75f78404-4d08-4d1b-8da1-69d1eaaaa6c6",{},"adriane.shibata@univille.br","Santos",[10,114,125,131],9,[140],"gamification-as-a-tool-for-engagement-and-motivation-case-studies-on-different-educational-levels",{"target":142,"query":143},"people/get",{"id":10,"articles":144},"true",1780316087110]