Aprendendo com jogos: a influência dos jogos de tabuleiro na aprendizagem de Física

Abstract

This Final Paper analyzes the use of board games as a gamification strategy in Physics education, evaluating its effectiveness in student learning and engagement. The research arises from the need for methodologies that make teaching more dynamic, especially given the limitations of class hours and the predominantly theoretical approach of the subject. To this end, two third-year high school classes were compared, one following a traditional model and the other exposed to the gamified methodology. Data collection was conducted through pre- and post-tests, the application of the Peer Instruction method, and observation of student performance over three terms. The results indicated that although gamification encouraged student participation, its influence on knowledge retention was not significantly superior to traditional teaching. Furthermore, it was found that factors such as mathematical deficiencies and limited class time directly impact Physics learning, regardless of the methodology adopted. The research reinforces the importance of a structured teaching approach, with more time for experimentation and in-depth content exploration, highlighting that gamification alone is not sufficient to address the deficiencies of the current educational model but can be a valuable complementary tool when integrated into an appropriate pedagogical context.