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Beyond the Fun: Games and Gamification Under the Pedagogy for Liberation

Beyond the Fun: Games and Gamification Under the Pedagogy for Liberation

Yvonne Costa Carvalho (Federal University of Pernambuco, Brazil), Giordano Ribeiro Eulalio Cabral (Federal University of Pernambuco, Brazil), and Veronica Teichrieb (Federal University of Pernambuco, Brazil)
Copyright: © 2019 |Pages: 31
DOI: 10.4018/978-1-5225-5790-6.ch014
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Abstract

Many studies approach the relationship between games and education, linking them with pedagogical theories, such as the constructivism, the social interactionism, and the early child development theory, respectively. Games are particularly well suited to one of these theories, the pedagogy of liberation, since it may help developing autonomy and critical thinking. However, there is apparently a lack of studies relating the use of games and gamification in education from this perspective. This chapter reports some case studies of using commercial games and gamification methods in a Brazilian school, relating the experiences to concepts from the pedagogy of liberation.
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The topic gamification gained momentum during last years. We describe here the main works related to gamification applied to education. A portion of our references is from Brazilian sources, as a result of specific studies that derive from Freire's work. We believe that these particular cases are specifically Brazilian because Freire's work had more influence there, given that, Brazil is his birthplace and the base-ground for his entire research. Among the works considered, three kinds of research were revised: surveys, synthesizing findings from many different works; theoretical research, discussing the use of concepts from gamification in educational contexts; and empirical research, reporting experiments about using gamification with students and teachers in different learning environments. They are presented in the following sections.

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