Abstract: The research presented here aimed to analyze the reach of the state of flow from the development of the gamified teaching strategy in a class with 28 students attending higher education in the discipline of Planning, Curriculum and Evaluation, offered for undergraduate courses in Mathematics and Chemistry of the Federal University of Alagoas. The qualitative methodology was based on the Case Study approach, usingobservation instruments and an online questionnaire as data collection instruments. The results confirm that gamification promotes the state of flow through engagement, motivation and immersion in activities, thereby increasing the capacity to solve problems. In the analysis of the data, it was verified that the developed gamified methodology contributed to the learning of the contents of the discipline and that this strategy was not previously developed or presented by any teacher in the context of this discipline.
Keywords: Gamified strategies. Gamification. Flow state. Flow. Active Methodology. Education.
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