Orientador(es)
Resumo(s)
Learning difficulties and inappropriate behaviour in the classroom foster social
exclusion. The study comprehends an investigation-action methodology addressing
21 students at risk attending the 9th grade and having taken place in a school
library environment for a 3-month period.
Following every interactive class featuring the use of digital games towards positive
learning outcomes, the researcher interacts with all of the students to get to know
every particular aspect of the game they liked most, what they have felt during the
game and the explanatory reasons and to identify students´ perceptions on
learning outcomes as well as the factors which have favoured or worsened the
learning process.
The study analyses English learning activities by resorting to digital games,
especially those featuring the following aims: collaborative oral interaction, gramar
structural training, argumentative writing training as well as vocabulary training.
The study also highlights the self-regulated learning component and reassures its
contribution for the development of the students´ school relatedness assets,
stimulated by the affectionate bonds ocurring among teacher and students and
their peers.
Descrição
Palavras-chave
Digital games Involvement Self-regulation Inclusion
Contexto Educativo
Citação
Sousa, J., Andrade, A., Machado, J. (2017). Experiências de aprendizagem da língua inglesa com alunos em risco usando jogos digitais. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 405-419). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Editora
Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano