Gamificação no ensino jurídico: Elementos estruturantes aplicados em uma experiência

Tamiris Alessandra Gervasoni; Iuri Bolesina

doi:10.5354/0719-5885.2021.57144

Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:

University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .

Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.

Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.

Gamification in legal education: Structuring elements applied in an experience

Authors

Tamiris Alessandra Gervasoni Faculdade Antonio Meneghetti - AMF http://orcid.org/0000-0003-2142-995X
Iuri Bolesina Faculdade Meridional-IMED http://orcid.org/0000-0001-5290-152X

Vol. 8 No. 2 (2021)

https://doi.org/10.5354/0719-5885.2021.57144

Abstract

This article focuses on the active methodology of gamification, presenting an experience developed by the author in the school of law at IMED University. Therefore, the question that guides the study is: what are the common structuring elements in gamification practices and how was the experience made in the case presented? The applied methodology is through the inductive approach method, seeking the interpretation of reality from the elected contributions. It starts from what is experienced alongside concepts, rescuing, questioning and reinterpreting the assigned meanings, applying general principles about the specific context. As a method of procedure use the monograph. And finally, regarding the research technique, was adopted the indirect documentation. The development is divided into five moments. In the first, we sought to clarify what is - and what is not - gamification. In the second, we worked on one of the main functions of gamification which is the motivation. In the third, we talked about game design, presenting gamification construction paths and pointing out the most common errors in the planning and execution stages. In the fourth, four theories that aid in game design were presented, namely the hero's journey, the state of flow, the game's economy and Bloom's taxonomy. Finally, the last one showed the experience, relating it with the content developed in the previous items. As a general conclusion, it was noted that gamification, if designed and executed with due diligence, tends to actively aggregate in the teaching-learning process. This was confirmed by the experience, which had more than 93% approval, and it was possible to notice the maturation of the participants behavioral, relational, technological, communicational and ethical skills, as well as the development of resilient and versatile acting of the students in the problem solving and relationship challenges.

Keywords:

Legal education. Gamification. Hard skills and soft skills. Case study.

Author Biographies

Tamiris Alessandra Gervasoni, Faculdade Antonio Meneghetti - AMF

Mestra em Direito pela Universidade de Santa Cruz do Sul. Mediadora judicial na área cível em certificação pelo CNJ – TJRS. Professora do curso de Direito da Antonio Menghetti Faculdade

Iuri Bolesina, Faculdade Meridional-IMED

Doutor e mestre em Direito pela Universidade de Santa Cruz do Sul. Especialista em Direito Civil pela Faculdade Meridional – IMED. Graduado em Direito pela Universidade de Passo Fundo. Advogado. professor do curso de Direito na Faculdade Meridional. Sócio-fundador da “Visual Jus” (@visual.jus), startup de visual law. Associado ao Instituto Brasileiro de Estudos de Responsabilidade Civil. Pesquisador do Grupo de Pesquisas Direitos Fundamentais, Democracia e Desigualdade, vinculado ao CNPQ

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How to Cite

Gervasoni, T. A., & Bolesina, I. (2021). Gamification in legal education: Structuring elements applied in an experience. Revista Pedagogía Universitaria Y Didáctica Del Derecho, 8(2), 241–262. https://doi.org/10.5354/0719-5885.2021.57144