Gamification and applicability in the school inclusion process
Keywords
Abstract
The objective of this research was to analyze the applicability of gamification in the process of school inclusion. To this end, exploratory research with a quantitative approach was applied with 80 teachers. As a result, the research evidenced the applicability of gamification in the school inclusion process, with most participants recognizing its effectiveness in promoting student inclusion. Teachers perceive gamification as a tool capable of creating a learning environment that is more inclusive, motivating, and adapted to the individual needs of students. When analyzing how gamification assists in this process, the results highlighted benefits such as individualized adaptation, increased student engagement, personalized teaching, and reduced barriers. However, difficulties were identified, such as the lack of technological resources and teacher training, in addition to the resistance of school leadership. To overcome these challenges, participants suggested investing in technological infrastructure, offering continuous training to teachers, and promoting inter-institutional partnerships. These strategies reflect the need for an integrated approach to harness the potential of gamification in promoting more inclusive and equitable education.
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Copyright (c) 2024 Lindalva do Remedio Oliveira Cerqueira, Karllos Alexandre Sousa Pereira, Gabriel Antonio Ogaya Joerke, Thaison de Barros Pimenta, Tatiane de Souza Gil , Neide Rossi , Dayana de Lourdes Araujo Garcez Fernandes , José Mário Delaiti de Melo , Angela de Melo Santos, Ednalva Soares dos Santos, Iraneide Targino Bastos, Evódia Damasceno RomãoAuthor(s)
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Lindalva do Remedio Oliveira Cerqueira
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Karllos Alexandre Sousa Pereira
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Gabriel Antonio Ogaya Joerke
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Thaison de Barros Pimenta
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Tatiane de Souza Gil
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Neide Rossi
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Dayana de Lourdes Araujo Garcez Fernandes
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José Mário Delaiti de Melo
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Angela de Melo Santos
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Ednalva Soares dos Santos
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Iraneide Targino Bastos
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Evódia Damasceno Romão