BASE: A METHODOLOGY FOR USING DIGITAL EDUCATIONAL GAMES IN LITERACY AND LITERACY FROM THE TEACHER PERSPECTIVE
Literacy; Digital Educational Games; Framework PlayEduc; Gagnian Instruction Theory.
Several studies carried out in recent years have shown that Digital Educational Games (DEGs) are important instructional tools as they involve content with technology and playfulness, supporting the teaching and learning process. We know that literacy is a priority in the first two years of Elementary School (EF) and is defined as the basis for other school content. However, the subject of learning literacy needs to become familiar with a succession of new knowledge, resulting in a process of building reading and writing and following this path advocates support, both for students and teachers. In view of the above, this research presents the methodology, entitled BASE, which aims to assist in the construction and use of DEGs for literacy that support the demands found within the school reality of the initial years of EF (1st to 5th year). The methodology was developed from the perspective of literacy teachers who use DEGs in their classes. Initially, an individual interview was carried out with ten teachers and a qualitative questionnaire was applied and transposed into a quantitative assessment. In this sense, the objective was to identify which evaluative metrics are considered necessary in the pedagogical performance of a DEG for literacy, being complementary to the Pedagogy element of the PlayEduc Framework and in accordance with the Gagnian Instruction Theory. In this way, contributing to the construction and application of DEGs for literacy from a teaching perspective.