POTENCIAL DA APRENDIZAGEM POR GAMIFICAÇÃO EM CURSOS DE ENSINO MÉDIO INTEGRADOS TÉCNICOS: UMA REVISÃO INTEGRATIVA

Abstract

In recent decades, the field of education has shown a growing interest in pedagogical approaches that consider students' cognitive experiences, which are constituted not only from verbal communication but also from digitally or electronically produced images programmed for pedagogical, curricular, and interactive experiences between humans and computers. Gamification presents itself as an emerging phenomenon with many potential applications in various fields of human activity, since the language and methodology of games are quite popular, effective in problem-solving, at least in virtual worlds, and naturally accepted by current generations that grew up interacting with this type of entertainment. This work consists of an integrative literature review on the use of gamification in integrated technical courses. The study aims to understand educational games as a structure for integrating the teacher's domains of knowledge related to technology, pedagogy, and content. The corpus of analysis consisted of 20 national and international articles obtained from the ScienceDirect, SciELO e Scopus database. The main findings highlight that the use of digital technologies, when integrated into technical high school education, can make subjects more accessible and engaging for students, promoting realistic and interactive skills. Furthermore, it is suggested that teacher training in technology can enhance the integration between technologies and teaching, contributing to the development of educators' technological competencies from various perspectives.