Gamificação de disciplinas de Química Orgânica Experimental na Universidade Federal do Ceará

Abstract

The teaching of Chemistry in laboratories is essential for the development of procedural skills, the handling of equipment and chemicals, the observation of phenomena, and the interpretation of results, preparing students for future careers in Science and Technology. However, laboratory teaching faces challenges, such as low adherence to safety standards, improper use of Personal Protective Equipment (PPE), and limited student participation in practical activities. Traditional assessment methods, such as reports and written exams, often fail to motivate students and encourage active participation. To address these difficulties, this study proposed Gamification as a pedagogical strategy. Gamification applies game mechanics, aesthetics, and dynamics to the educational context, aiming to increase student motivation and engagement. The methodology was implemented in Organic Chemistry Experimental disciplines involving students from Agronomy, Biotechnology, Pharmacy, and Chemistry courses at the Federal University of Ceará (UFC) during the academic semesters 23.1, 23.2, and 24.1, totaling 100 students. The methodological approach consisted of creating missions that incorporated typical game elements, such as challenges, rules, time, points, virtual coins, badges, feedback, and rankings. Students earned points for positive attitudes and were penalized for negative attitudes, in addition to receiving virtual coins exchangeable for rewards in the Gamefik app's virtual store. The best performances in each mission were rewarded with badges, and additional raffles awarded the top three ranked students. The total score accumulated across the missions determined the final grade for the course, eliminating the need for written exams. An electronic form combining quantitative methods with a Likert scale and qualitative methods was used to analyze the results. Gamification was evaluated with an average score of 8.8 ± 1.3 by students on a scale of 0 to 10. On the User Engagement Scale (UES-SF), it achieved an average score of 4.09 on a scale of 0 to 5. Additionally, over 80% of students positively evaluated the stages of the methodology applied. Gamification proved advantageous in promoting engagement and compliance with safety standards. It encouraged cooperation and teamwork while enhancing students' practical and cognitive skills. It is concluded that Gamification, when well-planned and implemented, can overcome traditional challenges in Organic Chemistry laboratory teaching, providing a dynamic, engaging, and conducive learning environment.