Banca de DEFESA: ROSELCE SANTIN

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ROSELCE SANTIN
DATA : 31/10/2025
HORA: 14:00
LOCAL: Campus Imperial
TÍTULO:

"ADAPTABLE GAMIFIED LEARNING ENVIRONMENT WITH AI: THE IMPACT OF CONTENT PERSONALIZATION, DIFFICULTY, FEEDBACK, AND REWARDS ON MATHEMATICS TEACHING".

PALAVRAS-CHAVES:

Gamification. Artificial Intelligence. Mathematics Teaching.

PÁGINAS: 122
GRANDE ÁREA: Ciências Exatas e da Terra
ÁREA: Matemática
RESUMO:

The teaching of mathematics faces challenges to promote the engagement and motivation of students throughout the learning process. Educational technologies based on gamification and Artificial Intelligence have been explored as innovative pedagogical strategies. The main objective of this dissertation is to investigate the impact of gamified learning environments with Artificial Intelligence on mathematics teaching, focusing on the personalization of teaching, content adaptation, difficulty level adjustment, immediate feedback, and reward system. The research, of an applied nature, with a mixed approach and an exploratory-descriptive character, was conducted as a case study with 100 8th-grade students from a public school, divided into two groups of 50 students: an experimental group, which used the Matific platform with Artificial Intelligence personalization features, and a control group, which developed conventional activities. The Plurall platform was used for the application of the tests. The quantitative data allowed for the analysis of student performance, engagement, and progress, while the qualitative data sought to understand their perceptions and motivations regarding the use of gamification with Artificial Intelligence. The research is based on the theories of meaningful, constructivist, and Flow learning, articulated with the use of Artificial Intelligence, gamification, and the personalization of mathematics teaching. The study sought to understand the effects of content personalization, immediate feedback, difficulty adaptation, and gamified rewards in the mathematics learning process. The comparison between the post-test and pre-test averages revealed that the experimental group showed a 94% increase in performance after using Matific, while the control group registered only 12.63%, evidencing the effectiveness of the gamified virtual environment. The qualitative analysis of the questionnaires indicated that both teachers and students in the experimental group considered the Matific platform motivating, interactive, and a facilitator of learning, highlighting personalization, rewards, and immediate feedback. The participants reported greater engagement during the gamified activities. The main difficulties of the students were concentrated on the calculation of areas with algebraic expressions and composite plane figures. Thus, the results reported in this work confirmed the efficiency of the studied platforms in promoting teaching and learning and suggest new options for investigation and application. The dissertation includes a Pedagogical Support Manual (MAP) developed for elementary school teachers and aims to allow teachers to integrate games and AI into their teaching approaches and maximize student performance.

MEMBROS DA BANCA:
Presidente - 51799004 - ADRIANA SOUZA RESENDE
Interna - 105465011 - DONIZETE RITTER
Externo à Instituição - 962.931.791-53 - EBERSON PAULO TREVISAN - UFMT
Externo à Instituição - 545.819.401-25 - Edson Pereira Barbosa - UFMT