Gamificação das atividades laboratoriais da disciplina Química Geral na Universidade Federal Do Ceará

Abstract

Laboratory classes play a fundamental role in promoting active learning in Chemistry; however, they still face challenges such as low student motivation, difficulties in articulating theory and practice, and weaknesses in students’ prior conceptual background. An initial survey of academic databases revealed a scarcity of longitudinal studies and structured didactic models on the application of Gamification in General Chemistry laboratory teaching in higher education. In this context, this study aimed to design, implement, and evaluate a gamified pedagogical model for restructuring experimental classes. The gamification design integrated mechanics, dynamics, and rewards, operationalized through informational cards that guided each mission in terms of objectives, rules, expected behaviors, and criteria for gaining and losing experience points (XP) and virtual coins. Accumulated XP was converted into final grades, while coins were exchanged for tangible rewards. The study was conducted at the Federal University of Ceará during the 2024.1 semester, involving 91 students from the Food Engineering and Pharmacy programs, in a quasi-experimental, mixed-methods, and longitudinal design. Data collection included Likert-scale questionnaires, application of the Brazilian version of the User Engagement Scale (UES-Br), observation forms, student self-reports, academic performance analysis, semi-structured interviews with the course instructors, and the researcher’s direct observation report. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through SWOT analysis (strengths, weaknesses, opportunities, and threats). The integration of instruments characterized a process of methodological triangulation, strengthening the validity of the findings. The results indicated that continuous participation across the ten missions was a predictor of academic success, engagement, and compliance with laboratory safety standards. The UES-Br showed an overall mean of 3.52/5, indicating a good level of engagement. Immediate feedback, motivation, collaboration, active learning, and autonomy stood out as strengths, while time pressure in more complex missions and conceptual gaps from basic Chemistry were identified as weaknesses. In summary, Gamification proved to be an effective and pedagogically consistent strategy in practical Chemistry teaching, promoting advances in engagement, academic performance, and the integration of theory and practice.