Análise de trabalhos sobre o uso de gamificação no ensino de Física

Abstract

This work presents a brief analysis of the use of gamification in the classroom, focusing on games developed in the professional master's program made available by the Sociedade Brasileira de Física(SBF). It also discusses the state of Brazilian education and the frameworks used in my evaluation. Considering the challenges faced by high school physics education, these games offer innovative ways to present content to students in a more interactive manner, providing new approaches to understanding and/or memorizing topics more easily. This is the essence of gamification, grounded in the Self-Determination Theory, which employs two frameworks: MDA (Mechanics, Dynamics, and Aesthetics) and Octalysis. Both were used as the basis for analyzing three educational games selected from the SBF collection — Simulador Espaço-Tempo Relativístico, Trilha das Estrelas e Em Busca do Bóson de Higgs — Each game presents distinct approaches, with specific strengths for teaching. The analysis revealed that these games, when properly implemented, can enhance student engagement in a subject that often suffers from significant learning gaps in schools. However, they are not without limitations, including dependence on teacher mediation, technological infrastructure in schools, and a lack of accessibility features for students with disabilities. In conclusion, I propose improvements for the design of future games and enhancements to existing ones.