Gamificar ou não gamificar? Os entraves do ensino médio em Corrente, Piauí

Abstract

Gamification is understood as the application of game elements in contexts not exclusively aimed at entertainment. It has gained prominence in the educational field due to its ability to promote greater student motivation and engagement. Although gamification presents significant potential to transform teaching practices, its adoption is still limited by various factors. Considering this potential, this study aims to identify the main barriers that hinder the adoption of gamification in public high schools in Corrente, Piauí. The methodology used in this research is characterized as exploratory in terms of its objectives. Regarding the approach, the research is qualitative in nature. The main instrument used for data collection was a questionnaire composed of multiple-choice closed-ended questions, allowing respondents to choose from predefined alternatives. Based on the collected information, the main barriers identified were the lack of technological infrastructure, insufficient training, resistance to innovative practices, limited time to carry out activities, and inequality in students’ access to technology. Understanding these barriers is essential to making gamification viable, increasing its effectiveness, optimizing resources, and promoting innovation with a real impact on learning