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Creating games in the digital age is a communication alternative that has contributed to the development of educational processes; what was restricted to the industry before, it is now available to teachers and students to exercise their creativity through different types of software, which meet the purposes of the classroom. Thus, the aim of this study was to investigate as pedagogical potentialities of role-playing game creation software in the context of Biology teaching. The hypothesis that supported the study was that RPG Maker MV® software has greater pedagogical potential for teaching Biology when compared to those that are free. This research presents qualitative with exploratory design. Data collection was performed through semi-structured interviews with Biology teachers. Data analysis was performed using the Content Analysis (CA) technique with the aid of Atlas Ti 7® software. RPG Maker MV® has a pedagogical potential for the development of school-based activities where teachers work; however, the planning, the development of skills that involves the software use, as well as more time availability in full-time schools are pillars to be considered previously to the pedagogical practice. [ABSTRACT FROM AUTHOR]

This research aims to highlight the different player profiles within the Grand Theft Auto V (GTA V) digital game to understand how acting in the game could characterize their performance in school activities. The awareness of these profiles will allow the mapping of plural profiles of the group, to transpose it into the educational sphere and later build a gamified action focused on student-player profiles. This study is justified by the need to reflect on the homogenized model of the school, to promote a pedagogical practice that contemplates the diversity of learning modalities of students, positively reaching them in order to place them as active beings in the teaching and learning process. As theoretical support, the present text focuses on four types of players Alves (2015) that will be considered in the context of the gamified activity and Huizinga (2000) to the understanding of concept of victory / conquest / gain. The process took place through analyzes performed in the mentioned game. It is concluded that the gamification process must take into account the student profile to promote engagement in school activities and this will require good planning for the classes. [ABSTRACT FROM AUTHOR]

The assessment of group activities should consider the way in which group work is on job success. Most geography teachers recognize the importance of practical group work as a vital way of teaching different geography topics. This article is based on secondary sources regarding different self-assessment methodologies of participatory learning in practical activities. The literature on new practices in the area of participatory work assessment is revisited, as well as the premises on the forms of teaching and assessment. Opportunities of an organization for the integration of targeted work is emphasized and the importance of feedback after activities is advocated. This article presents more information on best practice assessment of different learning techniques and participatory assessment, discusses some observations on self-assessment, and raises questions for future research and debate. [ABSTRACT FROM AUTHOR]