Gamificação nos processos de ensino-aprendizagem sobre câncer de colo do útero no ensino durante a pandemia de Covid-19

Abstract

INTRODUCTION: The use of gamified teaching strategies has been highlighted for its potential to expand learning opportunities, as the mechanisms found in games are able to motivate students and contribute to engaging them in learning. OBJECTIVES: To evaluate the use of gamification in teaching-learning processes about cervical cancer in undergraduate Nursing. METHODS: Intervention research with a quantitative and qualitative approach. The setting was the nursing course at a private college in the state of Espírito Santo. The participants were 90 students of the 6th period of the subject “Nursing assistance in women's health I”. An assessment of knowledge about cervical cancer was carried out before and after the intervention through a questionnaire with X questions. To assess the participants' motivational aspects, the Arcs-IMMS instrument was used after the intervention. To assess the students' perception of gamified strategies, a questionnaire was applied via Google Forms with 4 open questions: How was your experience with the gamified tool in teaching?; What is the contribution to learning from the presence of gamification elements?; How could gamified strategies help in Nursing teaching?; e Regarding the experience of providing an evaluative task in a gamified environment, compared to the traditional model (tests, assignments), do you consider the gamified model: better, worse or indifferent?. Data were subjected to categorical content analysis according to Bardin and simple statistics. RESULTS: The intervention took place during 4 classes, totaling 16 hours called rounds. In the 1st round, the gamification strategy and game rules were presented. The 2nd Round started with the fulfillment of the task of creating an avatar that would represent the team and should symbolize the feminine and bring a story to the game. Also, in the 2nd Round, the game Batalha das Caixas was held. The 3rd Round addressed the signs and symptoms of colon cancer with the Roulette game. Round 4 was the laboratory practice of the Papanicolaou test, with the Question Envelopes strategy. There was an increase in attendance and student grades. In the analysis of knowledge, there was a significant increase in the number of correct answers in the second moment. The use of the ARCS-IMMS questionnaire showed that, in the students' perception, there were gains in terms of attention and confidence in their own ability to learn. CONCLUSION: In the students' perception, the use of game strategies (points, score, tasks, disputes) were evaluated positively. The use of elements that are close to their reality, such as games, social networks and online interaction, induced their participation and brought benefits to their learning process, especially during the social distancing of the pandemic. The inclusion of gamification in teaching practices managed to insert students as protagonists in the search for their knowledge, bringing innovations in teaching. This research is original and has the potential to generate impact and be applied locally, regionally, nationally and internationally, as it systematically describes the steps and resources needed to use gamification as a complementary teaching strategy