IntroduçãoA informática e o meio digital vêm ganhando mais espaço no cotidiano e cultura da sociedade. As novas gerações já nascem e crescem em um mundo digital e informatizado; convivendo com novas tecnologias, vivenciando experiências e aprendizado através do computador, internet, vídeo game e celular (Prensky, 2000).Essas novas gerações, chamadas de nativos digitais, já crescem familiarizados com essas tecnologias e com os métodos de ensino digitais (Prensky, 2000), entretanto, as aulas tradicionais não oferecem suporte a estes recursos, desmotivando o aluno. Esta falta de motivação do aluno surge da ausência de envolvimento emocional e de atitudes lúdicas normalmente deixadas de lado após o ensino primário (Lee e Doh, 2012).A falta de envolvimento e motivação do aluno afeta diretamente o aprendizado e compreensão do conteúdo estudado. Quando o aluno aprende ganha confiança e motivação para continuar aprendendo, portanto, a motivação e o envolvimento do aluno estão diretamente associados ao aprendizado, onde aprender motiva a aprender (Moraes e Varela, 2007).A prática de ensino que a maioria dos professores vem utilizando está centrada na utilização de métodos pedagógicos tradicionais que consideram o aluno apenas como um receptor de conteúdos, com pouca ou quase nenhuma interação, obrigando-o a III Congresso Brasileiro de Informática na Educação (CBIE 2014) XXV Simpósio Brasileiro de Informática na Educação (SBIE 2014) _______________________________________________________________________ 526

Information technologies have introduced several changes in teaching and learning environments. In this scenario, the gamification technique emerges as a promising approach, considering the impact on the students' motivation and appealing to their participation. This paper describes a systematic review addressing gamification in virtual learning environments (VLE), presenting an overview on how gamification has been applied in these scenarios. This review was based on papers published in highly scored journals in the field of computers in education. The papers were selected according to the gamification theme, and the content was analyzed and a state of the art built, according to the retrieved qualitative data. The results seem to reveal that there are significant gains derived from the adoption of gamification in VLE. However, some gains are not unanimous and it depends on how the elements are applied. This paper also suggests a basis for future work aiming at applying gamification in a VLE.

Virtual Learning Environments (VLE) provide a way for students to access and interact with learning experiences and assume the responsibility for their own learning, overcoming passive attitudes of listening and memorizing content. In other words, VLEs should be developed to provide teaching and learning environments that allows students to assume an active role in the development of their own knowledge and to increase their involvement. This work describes an experience of the application of a gamified VLE for the development of nonpresential teaching and learning activities in the course of Statistics in a Management degree. To assess its impact, a quanti-qualitative methodology was used. Data was collected by four instruments: an online questionnaire with closed questions for students, an online questionnaire with open questions for students, a structured interview with the teacher, and instrumentation of the VLE to collect users' actions on the platform.Results suggest that both teacher and students consider that it is beneficial to use the VLE because of its ubiquity and flexibility. Both students and the teacher consider that using VLE is beneficial, although the adaptation to gamification elements and concepts is still a challenge. The involvement of the teacher and the articulation between the VLE and the pedagogical approach is of the utmost importance to foster the students' involvement in the teaching-learning process.

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This article approaches current pedagogical practices in the national guidelines, related to the use of information and communication technologies. We report the actions taken in a compulsory curricular internship of the bachelor's degree in informatics of the UTFPR-Francisco Beltrão Campus. The internship student performs observation and experiment inside a first-year high school classroom and suggest the use of an e-learning tool to support learning,