THE USE OF COMPETITIVE GAMES AS A FORM OF ENGAGEMENT André Gonçalves dos Santos, Lucas Costa de Souza, Marcia Regina Silva do Vale, Raphaela dos Santos Gonçalves, Camilla Santos Lima

Abstract

In the contemporary educational context, the use of technologies in the classroom is widely recognized as a valuable tool for enriching the learning experience. However, it is noted that this feature can present significant challenges, especially when it comes to students' dependence on mobile devices and the presence of applications unrelated to educational content. In this study, we explore the impacts of this reality and propose an approach that uses competitive games as a means of promoting student engagement and interaction, while examining the results and implications of this strategy in the educational context. The study investigated the challenges faced by the excessive use of technologies in the classroom, especially the negative impact of dependence on mobile devices and the presence of applications unrelated to educational content. With the aim of addressing these issues, a project was developed that used competitive games as a tool to promote student engagement and interaction. The methodology adopted involved the formation of teams of students competing in knowledge challenges, with rewards and scores established to encourage participation. Results indicated that limiting the use of distracting technologies and promoting face-to-face interactions created a richer and more engaging educational environment. The dynamics proposed by the research proved to be effective in promoting interaction, engagement and the development of essential skills. The conclusion of the study highlighted the importance of structured educational activities that prioritize direct interaction between students and the educator. Temporarily restricting the use of technology proved to be an effective measure to redirect students' attention to the proposed activities. The methodology used favored the creation of an educational space where dialogue and exchange of experiences were valued. In short, the study reinforced the importance of balancing the use of educational technologies with active methodologies that promote direct interaction between students and the content. This approach can significantly contribute to more effective and meaningful learning.