A promoção do estado de flow no desenvolvimento da gamificação como estratégia de ensino

Abstract

The research presented here aimed to analyze the reach of the state of flow from the development of the gamified teaching strategy in a class with 28 students attending higher education in the discipline of Planning, Curriculum and Evaluation, offered for undergraduate courses in Mathematics and Chemistry at the Federal University of Alagoas, in addition to assessing the perception of teachers in relation to the use of this methodology in the process teaching and learning. The qualitative methodology was anchored in the approach of the Case, using observation instruments and an online questionnaire as data collection instruments. The results confirm that gamification promotes the state of flow through engagement, motivation and immersion in activities, thereby increasing the ability to solve problems. In the analysis of the data it was verified that the gamified methodology developed contributed to the learning of the subject's contents and that this strategy was not previously developed or presented by any teacher in the context of this discipline.