Use of gamification in the theach and learn process

Abstract

This research deals about the use of gamification in a Sociology class. A game where the students, separated into two groups, raffled phrases, in order to try the habitus concept from Pierre Bourdieu, that way they noticed differences between people in the same society, due to non-elective conditions. In game one of those groups always raffled positives features to the future, but the other group, only received situations, experiences or features that hindered or limited the access to cultures or leisure places, usually related to a specific social context. The goal was that with playful stimulus, and a visual representation, the habitus explanation have a better understanding by the students. Differently the usual class, first the game was played and in the end happened the theoretical explanation, this way, while the game the students make some commentaries, using their minds to build knowledge and not just passively received it. Engagement in debates was noted, and they created theories trying to explain the distances between the groups, initially lined up, this causes a visual and emotional impact, felt in different ways by the members which group. They learned about Hegelian dialectic too, making theories were refuted by friends, and building a new theory to explain the game.