LogicLand: um ecossistema gamificado para autonomia docente e mediação do ensino de computação na educação básica

Abstract

Computing education in Basic Education has become strategic following the approval of the BNCC of Computing and the National Policy for Digital Education (PNED). However, its practical implementation faces challenges such as the abstraction of concepts and the need to strengthen teacher autonomy for didactic transposition. This dissertation investigated how teacher autonomy in customizing gamified content within a Virtual Learning Environment (VLE) influences pedagogical mediation for the 4th grade of Basic Education. Adopting Design Science Research (DSR) as the methodology, the LogicLand ecosystem was designed, developed, and evaluated, consisting of a Gamified Virtual Learning Environment (GVLE) for students and a Content Management System (CMS) focused on teacher authorship. The artifact evaluation followed a mixed-methods approach in a controlled scenario with 9 Basic Education teachers. Quantitative data from the System Usability Scale (SUS) questionnaire revealed an overall average score of 94.6 points, classifying the system with excellent usability. Complementarily, the Technology Acceptance Model (TAM) demonstrated strong technological acceptance, recording averages of 6.74 for Perceived Usefulness and 6.61 for Perceived Ease of Use on a 7-point Likert scale. Qualitative and observational data confirmed that LogicLand reduces the teacher’s cognitive load during instructional planning and mitigates the abstraction of concepts for students, although future improvements for workflow automation in the CMS were identified. It is concluded that the ecosystem meets the requirements of utility and scientific rigor, demonstrating that prioritizing teacher autonomy and authorship is a critical and viable factor for the success of computing education in the early years of Basic Education.