Gamification in inclusion: a case study from the perspective of learning for all students

Abstract

This article presents the results of a master's research conducted within the Graduate Program in Education at the University of Brasília (PPGE/UnB), titled Gamification in the teaching-learning process: A perspective on inclusive education in the context of early years of elementary school in the Federal District. The case study was carried out in a 5th-grade class at a public elementary school in the Federal District. The objective was to investigate how integrating game elements can create playful, collaborative, and meaningful learning environments that address the diversity and different learning styles in the classroom. A qualitative approach was adopted, with data collection through questionnaires, document analysis of student learning reports, joint planning with the teacher, a field observation journal, semi-structured interviews, and a focus group with the students. Data analysis was conducted using Bardin and Franco's content analysis methodologies, supported by the Iramuteq software for statistical analysis and data saturation. The results indicate that gamification contributes to student motivation and inclusion, enriching the teaching-learning process. Intentional planning aligned with learning objectives and content proved essential for the proposal's success. The findings highlight that gamification’s playfulness and the use of available resources can achieve positive learning outcomes and address classroom diversity.