Jogos que influenciam a motivação e aprendizagem na educação empreendedora caso: refeitório
##plugins.themes.bootstrap3.article.sidebar##
Publicado:
Set 6, 2019
Palavras-chave:
Jogos baseados em aprendizagem, motivação em jogos, aprendizagem, Educação empreendedora (EE)
##plugins.themes.bootstrap3.article.main##
Resumo
Este trabalho procura estabelecer a contribuição da implementação do CAFET, um jogo de cartas baseado na indústria do café e enquadrado na categoria de aprendizagem baseada em jogos (GBL), no ensino do empreendimento nas universidades da América Central e do Sul, tomando como referência a evaluação e avaliação de impacto em 12 instituições da região. A metodologia foi implementada com base numa análise do coeficiente Alfa do Cronbach e dos resultados sobre a percepção dos estudantes sobre as construções Desafio e Clareza, Imersão e Finalidade, e Controlo e Interesse associados ao aumento da motivação para a aprendizagem. Um impacto positivo do jogo CAFET foi encontrado na motivação e percepção da aprendizagem dos estudantes em torno do empreendimento; também se verificou que os ensinamentos e a dinâmica do CAFET são apoiados a partir da análise de um grupo de peritos como alternativa à educação tradicional.
##plugins.themes.bootstrap3.article.details##
Como Citar
Mesa Cano, M. C. (2019). Jogos que influenciam a motivação e aprendizagem na educação empreendedora caso: refeitório. In Vestigium Ire, 13(2), 140-158. Recuperado de http://revistas.ustatunja.edu.co/index.php/ivestigium/article/view/1974
Edição
Seção
Artículos Núm. 13-2
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
O Investigium Ire de http://revistas.ustatunja.edu.co/index.php/ivestigium está licenciado son uma licenca Creative Commons Atribuição-NãoComercial-SemDerivações 4.0 Internacional (CC BY-NC-ND 4.0)
Referências
Baranauskas, M., Neto, N., y Borges, M. (1999). Learning atwork through a multi-user synchronous simulation game. In Proceedings of the PEG’99 Conference, Exeter, UK (pp. 137-144). Exeter, UK: University of Exeter.
Bechard, J.-P y Grégoire, Denis. (2005). Entrepreneurship Education Research Revisited the Case of Higher Education. Academy of Management Learning and Innovation. 4. 22-43. 10.5465/AMLE.2005.16132536.
Beck, John y Wade, Mitchell. (2006). The Kids Are Alright: How the Gamer Generation Is Changing the Workplace.
Beltrán, J. (1993). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis
Bennett M, et al. (2006) Inositol pyrophosphates: metabolism and signaling. Cell Mol Life Sci 63(5):552-64
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer, Dordrecht.
Castellanos, y., Rivas, J, Gálvez, J. (2018). La formación de los emprendedores sociales desde algunos programas de Contaduría Pública. In Vestigium Ire, 10(1), 118–138.
Cooper, D. E. (1978), Linguistics and‘Cultural Deprivation’. Journal of Philosophy of Education, 12: 113-120. doi:10.1111/j.1467-9752.1978.tb00509.x
Cordova, D. I., y Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.
Deci, E. L. y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., y Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.
Fayolle, A., y Gailly, B. 2008. From craft to science: Teaching models and learning processes in entrepreneurship education. Journal of European Industrial Training, 32(7): 569– 593.
Fayolle, A. y Verzat, Caroline & Wapshott, Robert. (2016). In quest of legitimacy: The theoretical and methodological foundations of entrepreneurship education research. International Small Business Journal. 34. 895-904. 10.1177/0266242616649250.
Garris, R., Ahlers, R., y Driskell, J. E . (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Gibb, A. (2002), In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge.
International Journal of Management Reviews, 4: 233-269. doi:10.1111/1468-2370.00086
Gibbons, M.; Limoges, C; Nowotny, H.; Schwartzman, S.; Scott, P. y M. Throw (1997). La nueva producción del conocimiento. Barcelona, España: Ediciones Pomares - Corredor S.A.
Gómez, M. (2010). Definición de un método para el diseño de juegos orientados al desarrollo de habilidades gerenciales como estrategia del entrenamiento empresarial. Universidad Nacional, Medellín, Colombia.
Hetzner, S., y Pannese, L. (2009). E-vita, life simulations in an intergenerational setting.
Jones, Colin y English, Jack. (2004). A contemporary approach to entrepreneurship education. Education + Training. 46. 416-423. 10.1108/00400910410569533.
Jones, P., Maas, G., y Pittaway, L. (2017). Entrepreneurship Education: New Perspectives on Entrepreneurship Education (Vol. First edition). Bingley, UK: Emerald Publishing Journal of eLearning and Knowledge Society (JELKS), 5(2 Focus on Simulations)
Jones, Paul y Maas, Gideon y Dobson, Stephen y Newbery, Robert y Agyapong, Daniel y Matlay, Harry. (2018). Entrepreneurship in Africa, part 2: entrepreneurial education and eco-systems. Journal of Small Business and Enterprise Development. 25. 550-553. 10.1108/JSBED-08-2018-400.
Kasvi, J. (2000). Not Just Fun and Games: Internet Games as Training Medium. En: Cosiga – Learning with Computing Simulation. Helsinki University of Technology. Pp.22- 33
Katz, Jerome y Shepherd, Dean. (2003). Cognitive Approaches to Entrepreneurship Research. Advances in Entrepreneurship, Firm Emergence and Growth. 6. 1-10. 10.1016/S1074-7540(03)06001-X
Knowles, M. (1998). The Adult Learner (5th edn). Houston, TX: Butterworth- Heinemann
Lee, D., y LaRose, R. (2007). A socio-cognitive model of video game usage. Journal of Broadcasting and Electronic Media.
Leemkuil, H.H., Jong, T.M., y Ootes, S.A. (2000). Review of educational use of games and simulations.
Locke, E. A., y Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Malone, T. W. (1981). Toward a Theory of Intrinsically Motivating Instruction. Cognitive Science, 4, 333-369
Malone, T. W. (1981). What makes computer games fun? Byte, 6 (12), 258-277.
Malone, T. W. y Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. En Snow R. E. y Farr, M. J. (eds.), Aptitude, learning, and instruction. Vol. 3
Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., van Ruijven, T, Wenzler, I. (2014). The research and evaluation of serious games: Toward a comprehensive methodology. British Journal of Educational Technology, 45(3), 502–527.
Nousiainen, T., Kangas b. M., Rikala a, J. & Ves,. M., 2018. Teacher competencies in game-based pedagogy. Teaching and Teacher Education, Volume 74, pp. 85-97.
Pittaway, Luke y Cope, Jason. (2007). Entrepreneurship EducationA Systematic Review of the Evidence. International Small Business Journal - INT SMALL BUS J. 25. 479-510. 10.1177/0266242607080656.
Schleicher, A. (2016). As escolas portuguesas ainda não fizeram a transição do ensino do século XX para o século XXI. Entrevista. Expresso. Disponível em URL: http://expresso. Sapo. pt/sociedade/2016-04.30.
Scott, S., y Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management. The Academy of Management Review, 25(1), 217. 25(1), 217–226.
Sousa, M. J., y Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94(January 2018), 360–366. https://doi.org/10.1016/j.jbusres.2018.01.057.
Villagrasa, S., Fonseca, D., Redondo, E., & Duran, J. (2014). Teaching case of gamification and visual technologies for education. Journal of Cases on Information Technology, 16(4), 38–57.
Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224-235. http://dx.doi.org/10.1037/0022-0663.90.2.224
Whitton, N. y Hynes, N. (2006). Evaluating the effectiveness of an online simulation to teach business skills. E-Journal of Instructional Science and Technology, 9(1). Retrieved Jan. 2009 from http://www.ascilite.org.au/ajet/ejist/docs/vol9_no1/papers/current_practice/whitton_hynes.htm.
Whitton, N. (2007). An investigation into the potential of collaborative computer games to support learning in higher education. Doctoral thesis. Edinburgh: Napier University School of Computing. Retrieved Sept. 2008 from http://playthinklearn.net/?page_id=
Woolfolk, A. (2006) Psicología educativa. Novena Edición. México: Pearson
Bechard, J.-P y Grégoire, Denis. (2005). Entrepreneurship Education Research Revisited the Case of Higher Education. Academy of Management Learning and Innovation. 4. 22-43. 10.5465/AMLE.2005.16132536.
Beck, John y Wade, Mitchell. (2006). The Kids Are Alright: How the Gamer Generation Is Changing the Workplace.
Beltrán, J. (1993). Procesos, estrategias y técnicas de aprendizaje. Madrid: Síntesis
Bennett M, et al. (2006) Inositol pyrophosphates: metabolism and signaling. Cell Mol Life Sci 63(5):552-64
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer, Dordrecht.
Castellanos, y., Rivas, J, Gálvez, J. (2018). La formación de los emprendedores sociales desde algunos programas de Contaduría Pública. In Vestigium Ire, 10(1), 118–138.
Cooper, D. E. (1978), Linguistics and‘Cultural Deprivation’. Journal of Philosophy of Education, 12: 113-120. doi:10.1111/j.1467-9752.1978.tb00509.x
Cordova, D. I., y Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.
Deci, E. L. y Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., y Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.
Fayolle, A., y Gailly, B. 2008. From craft to science: Teaching models and learning processes in entrepreneurship education. Journal of European Industrial Training, 32(7): 569– 593.
Fayolle, A. y Verzat, Caroline & Wapshott, Robert. (2016). In quest of legitimacy: The theoretical and methodological foundations of entrepreneurship education research. International Small Business Journal. 34. 895-904. 10.1177/0266242616649250.
Garris, R., Ahlers, R., y Driskell, J. E . (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Gibb, A. (2002), In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge.
International Journal of Management Reviews, 4: 233-269. doi:10.1111/1468-2370.00086
Gibbons, M.; Limoges, C; Nowotny, H.; Schwartzman, S.; Scott, P. y M. Throw (1997). La nueva producción del conocimiento. Barcelona, España: Ediciones Pomares - Corredor S.A.
Gómez, M. (2010). Definición de un método para el diseño de juegos orientados al desarrollo de habilidades gerenciales como estrategia del entrenamiento empresarial. Universidad Nacional, Medellín, Colombia.
Hetzner, S., y Pannese, L. (2009). E-vita, life simulations in an intergenerational setting.
Jones, Colin y English, Jack. (2004). A contemporary approach to entrepreneurship education. Education + Training. 46. 416-423. 10.1108/00400910410569533.
Jones, P., Maas, G., y Pittaway, L. (2017). Entrepreneurship Education: New Perspectives on Entrepreneurship Education (Vol. First edition). Bingley, UK: Emerald Publishing Journal of eLearning and Knowledge Society (JELKS), 5(2 Focus on Simulations)
Jones, Paul y Maas, Gideon y Dobson, Stephen y Newbery, Robert y Agyapong, Daniel y Matlay, Harry. (2018). Entrepreneurship in Africa, part 2: entrepreneurial education and eco-systems. Journal of Small Business and Enterprise Development. 25. 550-553. 10.1108/JSBED-08-2018-400.
Kasvi, J. (2000). Not Just Fun and Games: Internet Games as Training Medium. En: Cosiga – Learning with Computing Simulation. Helsinki University of Technology. Pp.22- 33
Katz, Jerome y Shepherd, Dean. (2003). Cognitive Approaches to Entrepreneurship Research. Advances in Entrepreneurship, Firm Emergence and Growth. 6. 1-10. 10.1016/S1074-7540(03)06001-X
Knowles, M. (1998). The Adult Learner (5th edn). Houston, TX: Butterworth- Heinemann
Lee, D., y LaRose, R. (2007). A socio-cognitive model of video game usage. Journal of Broadcasting and Electronic Media.
Leemkuil, H.H., Jong, T.M., y Ootes, S.A. (2000). Review of educational use of games and simulations.
Locke, E. A., y Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Malone, T. W. (1981). Toward a Theory of Intrinsically Motivating Instruction. Cognitive Science, 4, 333-369
Malone, T. W. (1981). What makes computer games fun? Byte, 6 (12), 258-277.
Malone, T. W. y Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. En Snow R. E. y Farr, M. J. (eds.), Aptitude, learning, and instruction. Vol. 3
Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., van Ruijven, T, Wenzler, I. (2014). The research and evaluation of serious games: Toward a comprehensive methodology. British Journal of Educational Technology, 45(3), 502–527.
Nousiainen, T., Kangas b. M., Rikala a, J. & Ves,. M., 2018. Teacher competencies in game-based pedagogy. Teaching and Teacher Education, Volume 74, pp. 85-97.
Pittaway, Luke y Cope, Jason. (2007). Entrepreneurship EducationA Systematic Review of the Evidence. International Small Business Journal - INT SMALL BUS J. 25. 479-510. 10.1177/0266242607080656.
Schleicher, A. (2016). As escolas portuguesas ainda não fizeram a transição do ensino do século XX para o século XXI. Entrevista. Expresso. Disponível em URL: http://expresso. Sapo. pt/sociedade/2016-04.30.
Scott, S., y Venkataraman, S. (2000). The promise of entrepreneurship as a field of research. Academy of Management. The Academy of Management Review, 25(1), 217. 25(1), 217–226.
Sousa, M. J., y Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94(January 2018), 360–366. https://doi.org/10.1016/j.jbusres.2018.01.057.
Villagrasa, S., Fonseca, D., Redondo, E., & Duran, J. (2014). Teaching case of gamification and visual technologies for education. Journal of Cases on Information Technology, 16(4), 38–57.
Wolters, C. A. (1998). Self-regulated learning and college students' regulation of motivation. Journal of Educational Psychology, 90(2), 224-235. http://dx.doi.org/10.1037/0022-0663.90.2.224
Whitton, N. y Hynes, N. (2006). Evaluating the effectiveness of an online simulation to teach business skills. E-Journal of Instructional Science and Technology, 9(1). Retrieved Jan. 2009 from http://www.ascilite.org.au/ajet/ejist/docs/vol9_no1/papers/current_practice/whitton_hynes.htm.
Whitton, N. (2007). An investigation into the potential of collaborative computer games to support learning in higher education. Doctoral thesis. Edinburgh: Napier University School of Computing. Retrieved Sept. 2008 from http://playthinklearn.net/?page_id=
Woolfolk, A. (2006) Psicología educativa. Novena Edición. México: Pearson