Gamificação na aprendizagem: estudo de caso no ensino da tabela periódica

Abstract

Gamification emerges as an innovative teaching methodology capable of boosting student engagement and motivation. In the context of teaching the Periodic Table, the application of gamification strategies enables the construction of active learning through stimulating challenges, reward systems, and interactive activities. Despite the growing interest in this topic, significant gaps persist in the relationship between gamification and usability in the educational process. This research aims to analyze the use of gamification in the teaching process of the Periodic Table. The study investigates whether this methodology can make classes more dynamic and facilitate the memorization of chemical elements, strengthening the development of logical reasoning in the classroom. The main authors referenced include Abreu (2023), Pimentel et al. (2020), and Souza Junior et al. (2024). The research is qualitative in nature, with a descriptive and interpretative approach, conducted through a case study using a gamified application for teaching the Periodic Table. Data collection techniques included interviews and observations. As for the results and considerations, the study concludes that gamification can be effectively integrated into the educational process for the holistic development of students. Through play, it enables the application of theoretical knowledge to real-life situations, fostering the development of practical skills while making the teaching-learning process more engaging and motivating.