A proposal for gamification of the evaluation process in electricity and magnetism teaching in a initial teacher education course

Abstract

The present work presents an experience of combining a passive and an active methodology – gamification – applied to the evaluation process of a Physics discipline in a Chemistry Degree Teacher Education course. Students were divided into four teams and carried out individual activities (frequencies, punctuality, participation in classes etc.), and collective activities (team seminars, solving exercises list, experimental activities) and competitive activities (team challenges), which comprised the evaluation process to be culminated in the written test. These activities were rewarded with game coins called teslas, which were used in the market, a gamification environment where it would be possible to purchase items capable of altering the value structure of the test, allowing the student to choose a particular and personalized strategy to resolve his evaluation accordingly with its development in the discipline. Data collection was conducted using an open questionnaire to identify, investigate and analyze the positive and negative points highlighted by the students. As a result, an increase in the engagement and motivation of the students was identified, which showed an increase in interest in classes and in the commitment to the discipline, in addition to, as future teachers, recognizing gamification as an innovative strategy, but equally laborious, as it requires adequate planning.