Uso de atividades lúdicas no ensino superior dos cursos de computação: um mapeamento sistemático da literatura

Abstract

Computing education presents challenges, among which are the presence of abstract concepts and difficulties in student engagement, leading to learning difficulties and dropout rates. In this context, playful activities have been applied as an alternative teaching method, seeking to assist learning and student motivation in the field. The present work aimed to provide an updated overview regarding the use of playful activities in the field of computing. To this end, a systematic literature mapping was performed, limited to the 2021–2026 timeframe, following guidelines from well-established academic frameworks. The present study evaluated 63 (sixty-three) articles out of a total of 3,896 (three thousand eight hundred and ninety-six) candidate studies. The results obtained in this work indicate the majority use of gamification as a methodological approach within the higher education context. Regarding the type of studies, the use of comparative designs in conjunction with the application of pre- and post-test questionnaires was evidenced. Furthermore, the quasi-experiment method proved to be predominant as a validation method. The reviewed papers employed sample sizes ranging from 11 (eleven) to over 100 students. Finally, among the reported benefits, the studies show a predominance of cognitive impacts, while also reporting instructional obstacles as the most frequent limitation.