Actions developed, from the planning and systematization of the dynamics of learning processes to the concrete realization of learning.
Published in Chapter:
Integration of Digital Games Into Pedagogical Practice: Contributions and Challenges to Teacher Training
Daniela Karine Ramos (Federal University of Santa Catarina, Brazil), Cláudia Regina Brito (Federal University of Santa Catarina, Brazil), Fernando Silvio Cavalcante Pimentel (Federal University of Alagoas, Brazil), Bruna Santana Anastácio (Federal University of Santa Catarina, Brazil), and Gleice Assunção da Silva (Federal University of Santa Catarina, Brazil)
Copyright: © 2022
|Pages: 20
DOI: 10.4018/978-1-7998-9538-1.ch004
Abstract
The COVID-19 pandemic made more evident the role digital technologies can play in education and their relationships with teacher training, the flexibility of pedagogical processes, and the diversification of strategies and resources. This chapter analyses how digital games have been incorporated into pedagogical practices to reflect on the educational challenges and transformations and their consequences for teacher education. Considering the context of the pandemic and the use of digital games as alternatives to pedagogical practices during remote learning, a scoping literature review was conducted on the Web of Science. Initial searches revealed 68 works developed at different levels of education addressing a diversity of content. The game's motivating potential, the more active postures experienced by the students, and the contributions to learning are highlighted. There is evidence that the games were integrated into the curriculum, composing actions that involved other combined resources and pedagogical strategies.