STUDENTS PERCEPTION ABOUT A GAMIFICATION EXPERIENCE IN THE PSYCHOLOGY AND INCLUSIVE EDUCATION SUBJECT

This paper presents the use of a gamificated activity applied to a subject of Psychology an Inclusive Education and analyses the effectiveness of using game elements to stimulate student's engagement and their proximity to the practice without leaving the classroom. In educational context, gamification may promote learning, increase student motivation and autonomy, by demanding active participation. This research was made with the participation of 35 students through the application of a semi-structured questionnaire with 20 questions using a 5 point linkert scale, varying from "totally disagree" to "totally agree" and an open question. To analyze the questions an Individual Medium Ranking (RM) was created and then was calculated the arithmetic media among the RM of three different categories. The results have shown that the proposed activity had positive effect upon student engagement, stimulating their autonomy toward their own learning process. The research also has shown that the activity was positive for approximating students with the school psychology practice, combining theory and its application.