Resumo

RAMOS, Daniela Karine; MELO, Hiago Murilo de  e  MATTAR, João. Digital games at school and digital inclusion: interventions to improve attention and learning conditions. Rev. Diálogo Educ. [online]. 2018, vol.18, n.58, pp.670-692.  Epub 06-Fev-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.18.058.ds04.

Digital inclusion refers to the access and critical and creative use of digital technologies in favor of emancipation. Among the technologies, digital games stand out as alternatives to improve learning conditions and digital literacy. Therefore, this study aims to evaluate if an intervention based on the use of digital games in small groups in school context can contribute to the improvement of the performance of the attention, aiming to guarantee better conditions of learning and digital inclusion. For that, a quasi-experimental, mixed-sample study was conducted with a convenience sample of 40 children aged 7 to 9 years, divided into experimental and control groups. The first group participated in weekly small group interventions based on the use of digital games and both groups were assessed before and after the intervention period by applying a focused attention test. The teachers were also interviewed regarding the changes perceived in the classroom. The results showed that the experimental group had a performance of attention in the test significantly superior to the control group, especially in the number of errors committed, referring to the improvement of the quality of attention. In addition, the teachers highlighted the improvement in the focus and finalization of activities. In this way, it is reinforced that the use of digital games can contribute to digital inclusion and to the improvement of the learning conditions of the children.

Palavras-chave : Digital games; Learning; Child education.

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