GAMIFICATION IN THE EARLY YEARS: IMPACTS ON STUDENT MOTIVATION AND PERFORMANCE

Abstract

This article sought to analyze the impacts of gamification on the motivation and academic performance of students in the early years of elementary education, based on a pedagogical experience carried out at Escola Municipal José Eduardo Canuto Estolano – Perequeté during the second bimester of 2025. The project was developed in the subjects of Science, History, and Geography, involving 2nd to 5th grade classes in the afternoon shift, using the Wordwall and Quizizz platforms in the educational technology lab. The adopted methodology had an interdisciplinary and formative character, promoting the use of digital games as tools for continuous assessment and engagement strategies. Quantitative and qualitative data were collected, comparing students’ performance between the first and second bimesters, along with teachers’ observations and students’ reports. The results showed an increase of approximately 70% in the number of students achieving grades above seven, as well as a significant improvement in motivation, socialization, and classroom participation. It is concluded that gamification, when pedagogically and contextually planned, contributes to meaningful learning and strengthens students’ interest in school practices.