Online teacher authorship, gamification and multireferentiality: didactic engagements from the theoretical analogy and the student view

Abstract

The present study reflects on the possibilities of combining in a didactic-pedagogical perspective the approximation between authorial teacher production for spaces of online education, gamification and multireferentiality. In order to verify this probable synergy, it was necessary to count on the support of theorists who discuss the themes and then analyze the data generated by the research subjects attending a curricular unit, planned with methodological strategies aligned with the games profile, inserted in the public institutional repository of Portugal that offers eLearning distance learning courses. The approach of the qualitative multireferencial research was adopted, since it allowed to subsidize the research work through an online questionnaire, a technique that gave support to making the content analysis of the contributions of the respondents. We can conclude from this study that the epistemological harmony between the triad shows signs of promoting the expansion of student knowledge.