Estudo comparativo de frameworks de gamificação em disciplinas de técnicas de programação e algoritmos no ensino médio técnico profissionalizante

Abstract

This dissertation investigates how the comparative application of three gamification frameworks Octalysis, MDA, and the Gamified Design Framework (GDF) impacts student engagement and performance in Techniques of Programming and Algorithms courses within technical and vocational upper-secondary education. To this end, the Engajando Saberes platform was developed with a modular architecture that allows configuring and switching gamified elements according to each model (points, missions, leaderboards, feedback, narrative), enabling the monitoring of each approach’s effect on the student experience. The study, descriptive–comparative with a mixed-methods design, was conducted with 28 students in Object-Oriented Programming; data were collected through a diagnostic questionnaire, endof- cycle forms (Octalysis, MDA, and GDF), classroom observations, an interview with the instructor, and the SUS usability scale, in addition to an analysis of grades before and after the intervention. Results indicate excellent usability of the platform (SUS mean = 87.50), with high scores for ease of use, consistency, and integration; a priority improvement identified was the implementation of notifications for deadlines and content. Regarding academic performance, the class average on the second assessment (AV2) increased from 5.96 (1st semester) to 8.43 (2nd semester) after the gamified intervention. In the comparison among frameworks, Octalysis showed strong acceptance, with high ratings for narrative, missions, and avatar-driven immersion, as well as interest in adoption in other subjects; MDA combined level progression, pair work, quizzes, and a forum, raising engagement, although with reports of unbalanced participation within pairs and a need to adjust quiz pacing; and GDF sustained learning rhythm through daily quizzes and individualized feedback, fostering reflection while showing signs of overload when cadence is high. It is concluded that integrating motivational elements (narrative, progression, recognition) and collaborative elements (pair work and forum), orchestrated by a modular platform, is a promising way to enhance engagement and performance in technical secondary education. It is recommended to incorporate a notification module and calibrate activity cadence to maximize positive effects and mitigate fatigue