Effectiveness of a training proposal for translators in the Libras–Portuguese pair based on gamification as a pedagogical strategy

validation aspects through the Delphi Method

Abstract

The training of sign language interpreters in Brazil has advanced significantly in recent decades (Normes, 2023), driven by public policies and the expansion of social and professional demands, particularly in specialized contexts such as Audiovisual Translation (AVT). In this scenario, training proposals have emerged that seek to overcome generalist models and align with the competencies required by the market. It is within this context that the proposal TAV Sem Mistérios is situated, conceived as a gamified training program guided by Competence-Based Training. The present study aimed to validate this training proposal, based on the following research question: how and under which impressions was the proposal validated by expert scholars in the field of translation in Brazil, through the application of the Delphi Method? The theoretical framework articulates three central axes: Competence-Based Training, which guides the instructional design based on the expected professional profile; gamification, understood as a pedagogical strategy grounded in the application of game elements in educational contexts; and the Delphi Method, as a validation technique based on the construction of consensus among experts. From a methodological perspective, this is an exploratory field research, in which a platform was developed within the Moodle environment to host the training proposal. Gamification elements were implemented and Didactic Unit 10 – Editing was made available, composed of progressive tasks and diversified resources. Eleven expert scholars participated, accessing the platform as learners and, at the end, responding to a structured questionnaire used as a data collection instrument within the Delphi Method, adapted to a single round. The analyzed data indicate high levels of engagement, both in terms of time spent and task completion, as well as consensus regarding usability, organization, and relevance of the proposal. Gamification was recognized as a facilitating element for engagement, while Competence-Based Training ensured the coherence of the learning pathway. It is concluded that the proposal presents pedagogical validity and potential for broader application, contributing to the consolidation of innovative training models in the field of sign language interpreter education.