Junior, Erasmo Sergio Ferreira PessoaPinheiro, Paulo Cesar Peres2023-09-272024-08-312023-09-272023-09-272023-08-24https://ri.uea.edu.br/handle/riuea/1340The present work aims to investigate the potential of using gamification and its techniques as an educational strategy to promote engagement and student motivation in chemistry teaching in the city of Tefé, Amazonas. In each stage, specific work methodologies were used and aimed at achieve the proposed research objectives. The results show that gamification despite being an active methodology with the potential to streamline work environments, learning and providing meaningful learning to students is not yet being fully explored at school. Both the class teacher and the students respondents are not familiar with gamification in education, unaware of its techniques and mechanisms. It is important to highlight that the activity applied gamification received a positive evaluation from students, who highlighted that they felt motivated and that the game “Labyrinth of Elements” helped in learning the periodic table content. Furthermore, the majority of students performed satisfactory in the post-game evaluation exercise. Therefore, the use of gamification in classroom can be an effective strategy to break the class routine and awaken the student interest in Chemistry contentAcesso AbertoGamificaçãoGamificationAprendizagem significativaMeaningful learningEnsino de QuímicaChemistry teachingTrabalho de Conclusão de Curso