GAMIFICATION PROCESSES IN PHYSICS TEACHING

Abstract

Considering that the gamification process can be defined as the incorporation and application of game elements in an environment external to the games, it is possible to mention that the motivation and engagement provided, when acting together, help in solving problems and can be applied in the teaching-learning process. Given the various difficulties faced by teachers within the teaching environment, an analysis of gamification processes, applied in physics teaching and available in the literature, can be an instrument to be used by teachers to assist the teaching-learning process. Therefore, a bibliographic survey on gamification in physics teaching in Brazil was carried out in the Google Scholar electronic directory, from 2016 to August 2021, where ten publications were selected in order to score and analyze which game elements had been selected. implemented and that the reported results were clear and objective. The analysis showed the existence of a relevant effectiveness, both in teaching and learning as well as in the motivation and engagement of students, which is closely related to an adequate application of gamification. The research also revealed an increase in the search for the implementation of gamification in classrooms, but also that there are few works that clearly indicate positive results in the gamification process adopted within the teaching of physics. Nevertheless, although there is this lack, a relevant increase can be observed in the number of works that bring with them a potentialization in the engagement and motivation of students through gamification