The deaf student motivation in a gamified comics learning object

Abstract

Based on challenge of identifying which gamification elements can promote student motivation in accessible and innovative learning objects, this article aims to present the opinion of deaf students volunteers when they had been using a hypermedia comics learning object. The methodology was qualitative, applied in a questionnaire structured in ARCS model. As a result, the motivational potential of the artifact is emphasized, with emphasis on strategies and dynamics of gamification, information visualization and proposed challenges.