Assessment as learning in metaverse: an experience report in a post-pandemic blended learning scenario

Autores

  • Tadeu Moreira de Classe Universidade Federal do Estado do Rio de Janeiro (UNIRIO)
  • Ronney Moreira de Castro Universidade Federal de Juiz de Fora (UFJF)
  • Eduardo Gomes de Oliveira Colégio Pedro II - Engenho Novo - RJ

DOI:

https://doi.org/10.22456/1679-1916.134377

Palavras-chave:

Assessment, Metaverse, Blended Teaching and Learning, Post-COVID

Resumo

Education has undergone significant transformations in teaching and learning practices during COVID-19, including changes in the way of assessing students, moving from assessment of learning to assessment for learning and finally to assessment as learning. The pandemic also leaves the use and creation of innovative technologies that support education as a legacy. In this environment, new technologies such as virtual environments and the metaverse can innovate the teaching and learning process by allowing teachers and students to extend the real world into virtual learning worlds. Thus, this article presents an experience report on a formative assessment of a database course based in a hybrid educational context, supported by metaverse and active learning approaches. Through a quasi-experimental study, the formative assessment was compared with a traditional summative assessment to analyze the students’ satisfaction and perception of learning. As a result, we observed that students felt more satisfied performing the formative assessment in the hybrid context, noticing improvements in learning and their performance concerning the traditional assessment.

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Publicado

2023-07-31

Como Citar

CLASSE, T. M. de; CASTRO, R. M. de; OLIVEIRA, E. G. de. Assessment as learning in metaverse: an experience report in a post-pandemic blended learning scenario. Revista Novas Tecnologias na Educação, Porto Alegre, v. 21, n. 1, p. 353–362, 2023. DOI: 10.22456/1679-1916.134377. Disponível em: https://seer.ufrgs.br/index.php/renote/article/view/134377. Acesso em: 3 dez. 2023.

Edição

Seção

Realidade virtual e aumentada na Educação