Resumo

SCHLEMMER, Eliane. Gamification in multimodal hybrid living spaces: design and cognition in discussion. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.42, pp.73-89. ISSN 0104-7043.  https://doi.org/10.2014/jul.dezv23n42007.

The paper emerges from the research "GAMIFICATION IN HYBRID AND MULTIMODAL LIVING SPACES: AN EXPERIENCE IN HIGHER EDUCATION" and its aim is to understand and discuss the relationship between design and cognition in teaching, in a context of Hybrid and Multimodal Living Spaces, from the perspective of Gamification. The research is based on an exploratory and qualitative approach, according to the Design Research and Cartography methodology, having as instruments: observation, digital photographic records, digital video records, digital audio records and written records. Data analysis is based on discursive textual analysis. The main results show that the relationship between design and cognition in teaching occurs when the teacher is an active builder subject of the design of the experience and it is fundamental to put meanings to an innovative practice, once "being in the situation", the teacher is able to speak "according to his/her own experience", from his/her own learning process. So, we have come to the conclusion that the design-cognition relationship in teaching, mainly linked to the Hybrid and Multimodal Living Spaces configuration, in the perspective of Gamification, occurs when the teacher configure with the students these living spaces, recognizing each other as legitimate in the interaction and therefore recognizing each student as someone from whom they can learn something.

Palavras-chave : Gamification; Hybrid and Multimodal Living Spaces; Design; Cognition; Teaching.

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