GAMIFICATION IN EDUCATION: SYSTEMATIC REVIEW OF THESES AND DISSERTATIONS FROM 2013 TO 2021
This article presents a Systematic Literature Review regarding the academic production at master's and doctoral level on gamification in education from the years 2013 to 2021. A search was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors “ga...
| Authors: | , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2023 |
| Country: | Brasil |
| Institution: | Universidade do Estado da Bahia (UNEB) |
| Repository: | Cenas Educacionais |
| Language: | Portuguese |
| OAI Identifier: | oai:revistas.uneb.br:article/17090 |
| Online Access: | https://www.revistas.uneb.br/cenaseducacionais/article/view/17090 |
| Access Level: | Open access |
| Keyword: | Gamification Gamification in Education Gamification in Teaching Gamificación Gamificación en Educación Gamificación en la Enseñanza Gamificação Gamificação na Educação Gamificação no Ensino |
| Summary: | This article presents a Systematic Literature Review regarding the academic production at master's and doctoral level on gamification in education from the years 2013 to 2021. A search was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors “gamificação”, gamification, “educação” and “ensino”, forming a corpus containing 35 works, which were analyzed using Bardin's (2016) Content Analysis method, in order to understand: how gamification is presented in research in the areas of teaching and education in Brazil? The results show a relative increase in the number of theses and dissertations, with 87.5% of these having been written in the last 5 years, with a large part of this production still concentrated in the southeast (51.4%) and south (28.6%) from Brazil. However, a great diversity of themes and areas of application of gamification was found, perceived by the large number of keywords (96) and bibliographical references (1,866) listed. Finally, it is clear that although there is no consensus on its definition, most (68.2%) of the works see gamification as a pedagogical strategy. |
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