Percepções sobre o uso da gamificação no ensino de genética a partir da aplicação do jogo Escape Room

Abstract

Research on gamified learning, using elements of games in contexts that transcend the virtual universe, became the focus in the most diverse areas of knowledge. Despite the numerous studies related to the theme, games like Escape Room, or escape games, in real environments are very recent and little attention has been given to its use in the educational context, especially with regard to its application as a strategy / methodology active teaching. In this context, the objective of this research was to evaluate the potential of using the Escape Room game as a methodological proposal in the classroom, analyzing its contributions in the teaching of genetics from an interdisciplinary approach. To this end, a descriptive-exploratory study, of a qualitative nature, was carried out with students of the 2nd year of Integrated Technical Education, of High School Level, in the discipline of biology. The results revealed that the students' involvement in the escape game enabled greater motivation, pleasure and fun, greatly contributing to the engagement in the learning process. In addition, the activity showed that the principle of cooperation is extremely relevant in the classroom, configuring itself as an efficient strategy of active teaching and an important instrument of formative assessment, enabling the development of communicative and metacognitive skills of students. The interdisciplinary approach was also positive, having revealed students' learning difficulties with basic math concepts. Finally, it is noted the need for reflections on a greater diversification of teaching strategies and insertion of active methodologies on the part of teachers, as well as the dissemination of escape games in the educational environment is recommended.