Inserção da gamificação no ensino de ciência: modalidade remota

Abstract

This study aims to evaluate the insertion of a gamified methodology and its potential for promoting meaningful learning, as well as analyzing the engagement of students in remote mode to study rocks in basic education. Initially, a remote meeting was held with the sixth year of a public school in the city of Caçapava do Sul, to collect data on the students, which together with the four characteristics of game mechanics, served as parameters for the design and development of the game. Once built and validated, the game was implemented. For the data collection instrument, the qualiquantitative method was used, which aims to measure the level of performance and satisfaction of participating students, through a questionnaire with 10 statements on the Likert scale. Among the results, it is noteworthy that the vast majority of respondents (56.2%) said they totally agree that the game was fun and helped them to understand the conceptual content, as well as the evaluation of the responses to the activities allowed to assess a growing understanding of the concepts and greater engagement, which promoted more meaningful learning. There is a need to intensify the discussion of one of the general competences of the Common National Curriculum Base, the use of digital language in the educational processes of schools. As the analysis of the results of this research is restricted to this sample, it is suggested that for more precise conclusions, regarding the hypotheses and conclusions presented here, the game should be implemented in a larger sample.