DIGITAL GAMES AS MEDIATORS IN COMPUTATIONAL THINKING EDUCATION

Abstract

This article aimed to evaluate the effectiveness of an educational game developed using gamification techniques as a pedagogical tool for teaching computational thinking in Elementary School, a competency established by the Brazilian National Common Curricular Base (BNCC). The study was motivated by the need to adopt innovative strategies that enhance student engagement and facilitate the understanding of concepts related to computational thinking. The methodology employed a quantitative approach, including classroom observation, implementation of the educational game, and the application of questionnaires to students and teachers after the activity. The collected data allowed for the analysis of student engagement levels as well as teachers’ perceptions regarding the applicability of the resource in the school context. The results revealed significant interest from teachers in incorporating the game into their pedagogical practices and indicated increased interaction and student involvement during the proposed activities. It is concluded that gamification, when strategically applied in educational contexts, contributes positively to the teaching-learning process by promoting meaningful knowledge construction, student engagement, and the development of computational thinking.