Gestão do Programa Bolsa de Complementação Educacional da Assistência Estudantil do CEFET-MG: aperfeiçoamento através da gamificação e da aprendizagem colaborativa

Abstract

The CEFET-MG Educational Complementation Grant Program (PBCE) provides an opportunity for students to develop and put into practice skills related to their professional field, which is an important characteristic of Professional and Technological Education. However, the process of managing activities can be demotivating for many students, due to the work of submitting reports and other documents, as it adds even more tasks to the scholarship holder's academic life. In this sense, this study developed and applied a gamified collaborative educational strategy for managing PBCE activities, in the form of a customized system based on MOODLE (Modular Object-Oriented Dynamic Learning Environment), a virtual learning environment widely used by educational institutions and its Block Games and Stash plugins (game resources), as an educational product, thus indicating how gamification and collaborative learning can help in monitoring and managing the program's stages. An action research was conducted by applying the gamified activity to 31 PBCE scholarship students from a CEFET-MG campus, from technical and undergraduate education, with the objective of collecting and evaluating quantitative and qualitative data from the gamified system, through a semi-structured questionnaire. The quantitative data evaluated the pedagogical scope of the system using a Likert scale of satisfaction, while the qualitative data collected positive, negative and improvement points for the platform, through a feedback methodology (That's great!, Too bad!, How about it). To analyze the qualitative part of the questionnaire, content analysis was used, using the MAXQDA 24 program, for coding and categorization. Subsequently, inferences were constructed about the textual fragments organized in the categories. During the research, a logbook was kept with the researcher's perceptions about its progress. In addition, MOODLE provides a series of management reports and native tools that collaborated with the development of the educational strategy and with the analysis of the results. In view of this, data were obtained in three instances: the researcher's logbook, system reports and evaluation of the educational product. The first reveals the satisfaction of the scholarship holders in knowing that they would participate in a treasure hunt game and that at the end, those who earned the most points individually (pirate) or as a team (ship) would win medals (first, second and third place) and a trophy (championship). The reports of the game phases show the students' engagement in the missions and in the search for points and learning. In one of the game missions, a collaborative glossary was built, which generated 323 terms related to the projects carried out in 2024 and distributed in the form of a notebook to the scholarship holders at the end of this year, contributing to the scholarship holder's comprehensive training. The semi-structured questionnaire distributed at the end of the project execution period reveals that the approach is promising for engaging and motivating scholarship students in BCE management activities, as it created an environment where communication, interaction, dynamism and healthy competition, promoted through game elements, provided scholarship holders with a light and enjoyable learning experience, of how the PBCE stages work, from admission to dismissal, which documents are used and the administrative processes used.