ATOMIND: A GAMIFICATION STRATEGY FOR TEACHING ATOMIC MODELS AND ITS IMPACT ON ACADEMIC PERFORMANCE AT BICT/UFMA

Abstract

This article analyzed the effectiveness of the ATOMIND Investigative Dynamic, an active, gamification-based methodology, in teaching General and Inorganic Chemistry, with a focus on Atomic Models. A quantitative comparative study was conducted between an experimental group (morning) and a control group (afternoon), evaluated by the traditional method. Scores were normalized into percentages and categorized into five performance bands. Specific assessment results showed the dynamic's superiority (84.27% "High" or "Excellent" performance versus a significant lag in the control group). In the analysis of final course grades, the systemic impact was confirmed: over 77% of the experimental group concentrated in the passing bands ("Medium" to "Excellent"), while 80.77% of the afternoon class finished with unsatisfactory global performance ("Low" or "Very Low"). It is concluded that adopting ATOMIND acts as a learning catalyst, significantly mitigating failure rates and promoting theoretical consolidation and student autonomy.