O uso da gamificação como metodologia ativa no ensino de biologia: uma revisão sistemática

Abstract

Gamification as an active learning methodology inserts the student at the center of the learning process, removing him/her from passively receiving information, and seeks the development of motivation (mainly intrinsic) or engagement of the individual. In order to understand how gamification has been applied in teaching biology to secondary school students, this paper conducted a systematic literature review to draw a compilation of information to contribute to future planning and development for educators, focusing on papers that have carried out practical applications of gamification in the classroom. Through the analysis of the selected papers, it was realized that although the use of digital technologies is often associated with gamification, they are not essential. All the selected papers also showed some degree of increased motivation and/or engagement; in some cases, the effectiveness of the application is linked to quantitative improvement through scores. In others, even with low scores, it was possible to analyze the improvement in motivation through the educator's perception. Moreover, an increase in the number of publications on this topic in most databases was observed after the beginning of the COVID-19 pandemic, which may be related to the search for innovation for the changes that have marked education and society. Gamification is then considered as an active methodology of great potential and its success depends directly on the study of the reality to be applied and the knowledge of game tools to promote motivation.