Bibliometric analysis of scientific production on gamification in History teaching
DOI:
https://doi.org/10.48017/dj.v8i4.2753Keywords:
Bibliometrics, education, gamification, educational gamesAbstract
Gamification has become increasingly popular as a pedagogical strategy in several areas of knowledge. This approach consists of applying game elements in learning contexts, with the aim of engaging and motivating students to actively participate in the educational process. This study aimed to carry out a bibliometric analysis of scientific publications, in the Scopus database, on gamification in history teaching, identifying the evolution of scientific productions on the proposed theme in the last ten years. The present work followed a methodology of bibliometric study, which consists of the mathematical and statistical analysis of literary works in a certain field of knowledge, seeking to identify the academic communities, authors and what leads to research for certain themes. The research is classified as exploratory quantitative, using keywords related to the topic of Gamification in History Teaching as a criterion. 24 publications were found in the Scopus database, covering the period from 2013 to 2022. After the analysis, there was a significant increase in the number of publications on the subject in recent years. Spain is the country that most contributed with publications on the subject, Brazil presented a low number of publications. It is necessary that more research related to gamification in History teaching be carried out, so that one can understand how games can influence the teaching of History.
Metrics
References
Alves, L. R. G., Minho, M. R. S., & Diniz, M. V. C. (2014). Gamificação: Diálogos com a educação. http://repositoriosenaiba.fieb.org.br/jspui/retrieve/1750/gamificacao%20di%C3%A1logos%20cap.pdf. http://repositoriosenaiba.fieb.org.br/handle/fieb/667
Braga, L. S. M. (2018). A educação com ênfase na interdisciplinaridade. Congresso Nacional de Educação (CONEDU), Campina Grande. https://editorarealize.com.br/artigo/visualizar/45678
Brandão, C. F. (2018). La estructura y organización de la educación básica en España: Sus diferencias y similitudes con la educación básica brasileña. Revista Ibero-Americana de Estudos em Educação, 1552–1567. https://doi.org/10.21723/riaee.unesp.v13.n4.out/dez.2018.11591
Brasil, Ministério da Eucação. (2017). Base Nacional Comum Curricular. http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf
Costa, M. A. F. (2017). Ensino de história e games: dimensões práticas em sala de aula. Appris.
Cotta Orlandi, T. R., Gottschalg Duque, C., Mori Mori, A., de Andrade Lima Orlandi, M. T., Cotta Cruz, C. A. B., Nejaim, V. M., Costa, A. K. L., Sousa, L. S., & Junior, W. M. C. (2021). Gamificação como ferramenta para melhoria do ensino aprendizagem: Uma análise bibliométrica. Cadernos UniFOA, 16(46), Artigo 46. https://doi.org/10.47385/cadunifoa.v16.n46.3455
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining Gamification. 11, 9–15. https://doi.org/10.1145/2181037.2181040
Fan, C., Lin, J., & Reynolds, B. (2023). A Bibliometric Analysis of Trending Mobile Teaching and Learning Research from the Social Sciences. Sustainability, 15, 6143. https://doi.org/10.3390/su15076143
Fardo, M. L. (2013). A gamificação aplicada em ambientes de aprendizagem. Revista Novas Tecnologias na Educação, 11(1), Artigo 1. https://doi.org/10.22456/1679-1916.41629
Fardo, M. L. (2013). A gamificação como estratégia pedagógica: Estudo de elementos dos games aplicados em processos de ensino e aprendizagem. https://repositorio.ucs.br/xmlui/handle/11338/457
Japiassu, R. B., & Rached, C. D. A. (2020). A gamificação no processo de ensino-aprendizagem: uma revisão integrativa. Revista Educação em Foco, 12, 49-60. https://portal.unisepe.com.br/unifia/wp-content/uploads/sites/10001/2020/03/Renato-Revista-Educac_a_o-em-Foco.pdf
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Lima, T. N. (2013). História & ensino de História. Autêntica.
López-Belmonte, J., Pozo-Sánchez, S., Moreno-Guerrero, A.-J., & Lampropoulos, G. (2023). Metaverse in Education: A systematic review. Revista de Educación a Distancia (RED), 23(73), Artigo 73. https://doi.org/10.6018/red.511421
Moraes, R. de O., Igarashi, E. T., Camacho, R. R., & Marques, K. C. M. (2013). Gestão Estratégica de Custos: Investigação da Produção Científica no Período de 2008 a 2012. Anais do Congresso Brasileiro de Custos - ABC. https://anaiscbc.emnuvens.com.br/anais/article/view/131
Oliveira-Junior, J. M. B., Rocha, T. S., Vinagre, S. F., Miranda-Filho, J. C., Mendoza-Penagos, C. C., Dias-Silva, K., Juen, L., & Calvão, L. B. (2022). A Bibliometric Analysis of the Global Research in Odonata: Trends and Gaps. Diversity, 14(12), Artigo 12. https://doi.org/10.3390/d14121074
Orlandi, T. R. C., Gottschalg Duque, C., Mori Mori, A., de Andrade Lima Orlandi, M. T., Cotta Orlandi, T. R., Gottschalg Duque, C., Mori Mori, A., & de Andrade Lima Orlandi, M. T. (2018). Gamificação: Uma nova abordagem multimodal para a educação. Biblios, 70, 17–30. https://doi.org/10.5195/biblios.2018.447
Paz, M. (2018). História e gamificação: Reflexões e aplicabilidade de lúdicos no ensino de história. https://acervodigital.ufpr.br/handle/1884/66350
Pritchard, A. (1969). Statistical Bibliography or Bibliometrics? Journal of Documentation, 25, 348–349.
Rodríguez-Medina, J., Gómez-Carrasco, C. J., López-Facal, R., & Miralles-Martínez, P. (2020). Tendencias emergentes en la producción académica de educación histórica. Revista de Educación, 389, 211–242. https://doi.org/10.4438/1988-592X-RE-2020-389-460
Silva, A. R. L., Catapan, A. H., da Silva, C. H., Reategui, E. B., Spanhol, F. J., Golfetto, I. F., ... & Sartori, V. (2014). Gamificação na educação. Pimenta Cultural.
Silva, M., Hayashi, C., & Hayashi, M. C. (2011). Análise bibliométrica e cientométrica: Desafios para especialistas que atuam no campo. InCID: Revista de Ciência da Informação e Documentação, 2, 110–129. https://doi.org/10.11606/issn.2178-2075.v2i1p110-129
Traxler, J. (2005). Defining mobile learning. IADIS International Conference on Mobile Learning.
Ullah, M., Amin, S. U., Munsif, M., Safaev, U., Khan, H., Khan, S., & Ullah, H. (2022). Serious Games in Science Education. A Systematic Literature Review. Virtual Reality & Intelligent Hardware, 4(3), 189–209. https://doi.org/10.1016/j.vrih.2022.02.001
Zhu, J., & Liu, W. (2020). A tale of two databases: The use of Web of Science and Scopus in academic papers. Scientometrics, 123(1), 321–335. https://doi.org/10.1007/s11192-020-03387-8
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Natália Silva Farias, Francisco Soares Pinto
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Diversitas Journal expresses that the articles are the sole responsibility of the Authors, who are familiar with Brazilian and international legislation.
Articles are peer-reviewed and care should be taken to warn of the possible incidence of plagiarism. However, plagiarism is an indisputable action by the authors.
The violation of copyright is a crime, provided for in article 184 of the Brazilian Penal Code: “Art. 184 Violating copyright and related rights: Penalty - detention, from 3 (three) months to 1 (one) year, or fine. § 1 If the violation consists of total or partial reproduction, for the purpose of direct or indirect profit, by any means or process, of intellectual work, interpretation, performance or phonogram, without the express authorization of the author, the performer, the producer , as the case may be, or whoever represents them: Penalty - imprisonment, from 2 (two) to 4 (four) years, and a fine. ”
.png){kind=logo}
