648
R. C. S. Pereira et al.
Regarding the performance of the nine players, three managed to answer all the
questions in the estimated time of 20 s, established in the initial construction of
the game. Two participants answered nine questions. Two others answered eight
questions. Only one participant answered 6 questions. Based on the participants’
performance, the teacher has an overview of each student and proceeds to review if
necessary. In this way, the teacher is able to organize a didactic planning, articulated
to the reality of the students, as pointed out by Vasconcellos (2000).
4 Conclusions
In general terms, this study outlines the need to develop Environmental Education
projects involving media and education. In addition, it emphasises the challenging
issues in the environmental context of the tourist town of Cabo Frio, Rio de Janeiro,
Brazil, highlighting the significant increase of coconut waste on the beaches of the
region, due to the increase in the flow of tourists, mainly in the high season.
It was clear that the students were enthusiastic about the activities proposed, essentially in the stage where mobile devices are used. Some students have even proposed
using the application to explore other themes relating the city’s environmental problems. In addition, since the target audience of this study is linked to the Technical
Teacher Training school, it becomes relevant for the student to absorb the different
possibilities of using games in an organized, didactic and pleasant way, in order to
adapt the pedagogical activity with their future students.
It can be concluded that the media-education association through mobile devices
improves cognitive development, autonomy, creativity and enables awareness about
social and environmental issues, also allowing the use of learning games in the classroom context. The importance of associating the media with education is emphasized,
since it arouses students’ interest and motivation for the themes under study.
References
Brasil (1999) National Congress. Law No. 9.795, of April 27. Provides for environmental education,
establishes the National Environmental Education Policy and other measures. Retrieved from
https://www.planalto.gov.br/ccivil_03/leis/l9795.htm
de Souza Minayo MC (2011) Pesquisa social: teoria, método e criatividade [Social research: theory,
method and creativity]. Editora Vozes Limitada, Rio de Janeiro
Fardo ML (2013) A Gamificação Aplicada em Ambientes de Aprendizagem [The gamification
applied in learning environments]. Renote 11(1):647–656. https://doi.org/10.22456/1679-1916.
41629
Kahoot! (Game-Based Blended Learning & Classroom Response System) (2018) Retrieved from
https://getKahoot.com
Kalogiannakis M, Papadakis S (2017) Combining mobile technologies in environmental education:
a Greek case study. Int J Mobile Learn Organ 11(2):108–130. https://doi.org/10.1504/IJMLO.
2017.084272
R. C. S. Pereira et al.
Regarding the performance of the nine players, three managed to answer all the
questions in the estimated time of 20 s, established in the initial construction of
the game. Two participants answered nine questions. Two others answered eight
questions. Only one participant answered 6 questions. Based on the participants’
performance, the teacher has an overview of each student and proceeds to review if
necessary. In this way, the teacher is able to organize a didactic planning, articulated
to the reality of the students, as pointed out by Vasconcellos (2000).
4 Conclusions
In general terms, this study outlines the need to develop Environmental Education
projects involving media and education. In addition, it emphasises the challenging
issues in the environmental context of the tourist town of Cabo Frio, Rio de Janeiro,
Brazil, highlighting the significant increase of coconut waste on the beaches of the
region, due to the increase in the flow of tourists, mainly in the high season.
It was clear that the students were enthusiastic about the activities proposed, essentially in the stage where mobile devices are used. Some students have even proposed
using the application to explore other themes relating the city’s environmental problems. In addition, since the target audience of this study is linked to the Technical
Teacher Training school, it becomes relevant for the student to absorb the different
possibilities of using games in an organized, didactic and pleasant way, in order to
adapt the pedagogical activity with their future students.
It can be concluded that the media-education association through mobile devices
improves cognitive development, autonomy, creativity and enables awareness about
social and environmental issues, also allowing the use of learning games in the classroom context. The importance of associating the media with education is emphasized,
since it arouses students’ interest and motivation for the themes under study.
References
Brasil (1999) National Congress. Law No. 9.795, of April 27. Provides for environmental education,
establishes the National Environmental Education Policy and other measures. Retrieved from
https://www.planalto.gov.br/ccivil_03/leis/l9795.htm
de Souza Minayo MC (2011) Pesquisa social: teoria, método e criatividade [Social research: theory,
method and creativity]. Editora Vozes Limitada, Rio de Janeiro
Fardo ML (2013) A Gamificação Aplicada em Ambientes de Aprendizagem [The gamification
applied in learning environments]. Renote 11(1):647–656. https://doi.org/10.22456/1679-1916.
41629
Kahoot! (Game-Based Blended Learning & Classroom Response System) (2018) Retrieved from
https://getKahoot.com
Kalogiannakis M, Papadakis S (2017) Combining mobile technologies in environmental education:
a Greek case study. Int J Mobile Learn Organ 11(2):108–130. https://doi.org/10.1504/IJMLO.
2017.084272