Gamificação de uma sequência didática como estratégia para motivar a atitude potencialmente significativa dos alunos no ensino de óptica geométrica

Abstract

The purpose of this paper is to investigate the contributions of gamification to motivate meaningful learning in physics classes. For this, a quasi-experimental study was carried out, involving a control group (CG), which had traditional classes, and an experimental group (GE), which had gamified classes with the help of the Moodle Help Class Online environment. The results of the questionnaire showed that the gamification of the didactic sequence motivated the students. The results of the tests showed that the GE obtained normalized gain of learning (g = 0.38) superior to the GC (g = 0,11). Finally, it is believed that underlying the use of digital technologies in the classroom there must be an adequate and consistent teaching methodology.