Expectativas e Predisposições de Estudantes de Gestão face a uma Metodologia Híbrida Ativa e Gamificada: Uma Análise Pré-Implementação (T0)
Resumo
A transição pedagógica no Ensino Superior requer uma avaliação rigorosa das inovações propostas. Este artigo, de natureza quantitativa e exploratória (T0), foca-se em mapear as expectativas e predisposições de estudantes do curso de Gestão face ao "Ciclo de Aprendizagem Ativa e Contínua (CAAC)", uma metodologia integrada que combina Aprendizagem Baseada em Projetos (PBL), Gamificação e Ensino Híbrido. O estudo utiliza uma amostra de 84 estudantes (N=84) e analisa as dimensões de Engajamento/Motivação, Aplicabilidade, Autonomia, Trabalho em Equipa e Carga de Trabalho Percebida. Os resultados descritivos revelam um nível de expectativa geral extremamente positivo (Médias > 4.20), com o Engajamento/Motivação (M=4.41) e a Aplicabilidade (M=4.34) como principais motores de atratividade. A análise correlacional demonstra que o receio da Carga de Trabalho (M=3.55) está negativamente associado à Motivação (r= -0.37, p< 0.01) mas, fundamentalmente, não apresenta correlação significativa com a Autonomia percebida (r= -0.06, p< 0.05). Este resultado sugere que os estudantes estão recetivos ao modelo de auto-regulação do Ensino Híbrido. As conclusões têm importantes implicações práticas para a gestão da intervenção pedagógica (T1), destacando a necessidade de gerir a perceção da Carga de Trabalho, capitalizando simultaneamente a elevada motivação inicial gerada pela Gamificação e pela relevância prática.
Referências
Albelbisi, N. A., & Al-Smadi, O. M. (2021). The effect of project-based learning on students' critical thinking skills in higher education. International Journal of Instruction, 14(1), 159-174.
Almeida, F., Faria, L., & Lima, J. (2023). Redefining higher education pedagogy for 21st-century skills: A critical review. Journal of Modern Education Review, 13(2), 125-139.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2012). Defining 21st century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17-66). Springer.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University.
Bower, M. (2024). Blended Learning and the optimization of face-to-face contact time: A pedagogical framework. Journal of University Teaching & Learning Practice, 21(1), 100085.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.
Coelho, J. R. M. (2023). A influência da literacia em saúde nas escolhas de saúde e o papel da pandemia da COVID-19 [Tese de mestrado, Instituto Politécnico de Setúbal, Escola Superior de Ciências Empresariais]. Repositório Científico do IPS.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. ACM.
Eccles, J. S. (2020). The Expectancy-Value Theory of Achievement Motivation: Moving at 30. Educational Psychologist, 55(4), 213-225.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental focus. Motivation and Emotion, 44, 367-378.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Garrison, D. R., & Vaughan, N. D. (2022). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Graham, C. R. (2013). Emerging practice of blended learning: Standards and guidelines. In A. G. Picciano, C. D. Dziuban, & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives and local designs (pp. 153-177). Routledge.
Hamari, J., Shernoff, D. J., Rowe, E., Hevner, A., Likas, T., & Edwards, S. (2022). Challenging the common sense on gamification: a meta-analysis of gamified feedback's effects on persistence and performance. International Journal of Computer-Supported Collaborative Learning, 17(2), 175-198.
Harun, H., & Othman, M. (2022). The influence of perceived applicability on student motivation and engagement in online learning. Malaysian Journal of Learning and Instruction, 19(1), 221-240.
Hodges, C., & Moore, S. (2021). Blended learning: Defining the essentials for quality and effectiveness. Online Learning, 25(2), 263-277.
Lakkala, M., & Ilomäki, L. (2023). Scaffolding self-regulation in project-based learning: A systematic review. Educational Research Review, 38, 100511.
Lai, K., & Tang, Y. (2023). Optimizing contact time: The role of Flipped Classroom in facilitating complex problem-solving and interactive application in higher education. Teaching in Higher Education, 28(4), 723-740.
Li, Y., Chen, J., & Zhang, W. (2023). Managing the complexity: Integrating active learning methodologies and student perceived workload in higher education. International Journal of Educational Technology in Higher Education, 20(1), 1-18.
Liu, Y., Wang, M., & Yang, S. (2023). Designing for team success: Effects of team-based gamification on group cohesion and performance in online learning. Educational Technology Research and Development, 71, 1083-1105.
Mekki, K., Rossi, V., & Dubois, P. (2025). Sustaining motivation in active learning environments: The challenge of effort and reward perception. Journal of Advanced Educational Research, 15(1), In Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Rodriguez-Sanchez, D., & Lopes, R. (2024). Project-Based Learning as a bridge between management theory and practical application. European Journal of Management Education, 18(2), 145-160.
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs and motivation in an ever-changing world. Canadian Psychology/Psychologie Canadienne, 61(4), 368-381.
Sailer, M., & Homner, L. (2020). The Gamification of Learning: A Meta-analysis. Educational Psychology Review, 32, 77-112.
Santos, J., Martins, S., & Oliveira, R. (2023). The synergy between Project-Based Learning and the development of transversal competencies in engineering students. Journal of Education and Work, 36(3), 291-310.
Singh, S., Singh, D., & Kaur, P. (2021). The impact of the Flipped Classroom model on student performance and satisfaction in higher education: A systematic review and meta-analysis. Education and Information Technologies, 26, 555-582.
Su, Z., Wang, L., & Liu, Q. (2024). The role of gamification in fostering intrinsic motivation for learning in higher education: A meta-analytic review. Interactive Learning Environments, 32(1), 154-178.
Suh, J., Song, Y., & Chen, G. (2024). The effects of collaborative vs. competitive gamification on student engagement and learning outcomes: A meta-synthesis. Computers & Education, 194, 104710.
Tinto, V. (2017). Through the Eyes of Students. Journal of College Student Retention: Research, Theory & Practice, 19(1), 1-13.
Wang, M., Wang, F., & Chen, X. (2021). Developing 21st century transversal skills through project-based learning in engineering education. International Journal of Engineering Education, 37(6), 1555-1567.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2026 Revista Portuguesa de Educação Contemporânea
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Esta obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional
