Mapping the use of active methodologies in the MOODLE environment: a systematic literature review in the Scopus database (2023–2025)
DOI:
https://doi.org/10.15536/reducarmais.9.2025.4248Keywords:
Scoping Review., Gamification, Peer Learning, Moodle, Active MethodologiesAbstract
This study examines which active learning methodologies integrated into the MOODLE environment have been used in recent times, through a literature review. The objective of the research, therefore, is to investigate the active methodologies that have been employed using this platform in the last 3 (three) years, aiming also to identify possible gaps in approaches that are little explored but have the potential to improve the teaching-learning process. Based on the methodological proposal, the most recent articles were examined through a search conducted in the Scopus database. Thus, 64 articles published between 2023 and 2025 were examined. The results obtained in this literature review showed a predominance of Peer Learning and Gamification methodologies, with a concentration in Europe and Asia, as well as in a few countries on these continents. However, we identified a broad scope in terms of knowledge areas of the publications evaluated. We concluded that MOODLE proved to be a favorable environment for implementing active approaches in higher education, with room for innovation in pedagogical practices.
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DE SANTOS-BERBEL, C.; HERNANDO GARCÍA, J. I.; VÁZQUEZ-GRECIANO, A. H5P-Based Matching Game for Training Graphs of Internal Forces in Structural Analysis. Education Sciences. [S. l.]: Multidisciplinary Digital Publishing Institute (MDPI), 2024. DOI 10.3390/educsci14040359.
GARCÍA, M. E. C.; CATALÀ, M. S. El feedback entre iguales como mecanismo para la promoción de la competencia de aprendizaje y responsabilidad del estudiantado en gestión y administración pública. Revista de Educacion y Derecho. [S. l.]: University of Barcelona, 2024. DOI 10.1344/REYD2024.29.44585.
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Copyright (c) 2025 Marcelo Gonçalves de Sousa, Sandra Dutra Piovesan
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