A gamificação como estratégia de incentivo à leitura com estudantes do ensino médio na biblioteca escolar do Instituto Estadual de Educação, Ciência e Tecnologia do Maranhão (IEMA) em São Luís

Abstract

Study on gamification as an incentive to reading with high school students in the context of the school library at the Maranhão State Institute of Education, Science and Technology (IEMA) in São Luís. Its general objective is to investigate how gamification can be used as an incentive to reading with high school students in the context of a school library. And as specific objectives, the following were adopted: diagnose the knowledge about gamification of librarians and high school students at IEMA, identify how gamification can be used to encourage reading; diagnose with librarians and students about the use of gamification in the IEMA library as a way to encourage reading. Create an e-book with suggestions and strategies for using gamification in the school library. To meet the research objectives, it is specified: in terms of the nature of the research, it is applied, in terms of objectives it is exploratory and descriptive with a technical procedure based on bibliographical research and case study, with a qualitative approach, of the pedagogical intervention type. The research subjects were students in the 3rd year of high school at IEMA, librarians and a Literature teacher at that institution. As a data collection instrument, we used a questionnaire with librarians and students, for these, the application was before and after the gamified activity, in addition to a non-formal interview with the Literature teacher, in the first meeting and a questionnaire with the teacher after the application of the gamified activity with the class, we had the help of the Literature teacher from the 3rd year of high school, who made her class schedule available to present the proposal, as well as intermediating contact with the students so that it could be carried out the activity and responded to an interview at the end of the gamified journey. The gamified activity aimed at encouraging the reading of the book Manuelzão e Miguelim, a mandatory reading work for the UEMA entrance exam, was applied to students in the 3rd year of high school at IEMA and was directly monitored by the master's student. As a result, it was verified, through the questionnaire applied, that the predominance of librarians consider that it would be interesting to use gamification as an incentive to reading in the library. Furthermore, students in their post-gamified activity questionnaires also stated that they felt satisfied and motivated when participating in the gamified activity and that the application of the proposed activity served to generate engagement with reading the chosen work. In agreement with what the students said, the teacher, also in response to a questionnaire applied after the gamified activity, stated that the application of games as a methodological resource can be used in order to assist the learning of high school students. It is concluded that the use of gamification, both in the classroom and as a way of encouraging reading in the library, can be used as an engaging tool in the process of training readers and in the teaching-learning process.