Analyzing Game-Based Learning Approaches in Brazilian Schools
Article Sidebar
-
Brazil, Educational games, Game-based learning, Pedagogical strategies, Student Engagement
Abstract
Background. Game-based learning (GBL) has become an innovative pedagogical approach, integrating gaming elements into educational contexts to enhance student engagement, motivation, and learning outcomes. In Brazil, the adoption of GBL in schools is growing, yet its impact on student learning, particularly in diverse educational settings, remains underexplored.
Purpose. This study aims to analyze the effectiveness of game-based learning approaches in Brazilian schools, focusing on their influence on student engagement, knowledge retention, and academic performance across various subjects.
Method. A mixed-methods approach was employed, combining quantitative data from pre- and post-assessments with qualitative insights from teacher interviews and student surveys. A sample of 400 students and 20 teachers from five Brazilian schools participated in the study, using educational games in classrooms for a period of three months.
Result. The findings indicate that GBL significantly increased student engagement and motivation, with 78% of students reporting improved interest in the subjects taught through games. Additionally, students in the GBL group showed a 15% improvement in post-assessment scores compared to those taught using traditional methods. Teachers noted that GBL provided a more interactive and enjoyable learning experience, fostering better classroom participation.
Conclus. Game-based learning can effectively enhance student engagement and academic performance in Brazilian schools. The findings suggest that integrating GBL into curricula could contribute to more dynamic and impactful learning environments.
Full text article
References
Al-Hassan, O. M., Alhasan, L. M., AlAli, R. M., Al-Barakat, A. A., Al-Saud, K. M., & Ibrahim, N. A. (2025). Enhancing Early Childhood Mathematics Skills Learning through Digital Game-Based Learning. International Journal of Learning, Teaching and Educational Research, 24(2), 186–205. https://doi.org/10.26803/ijlter.24.2.10
Alsheikhy, A. A., Shawly, T., Said, Y. E., Ahmed, H. E., & Alazzam, M. B. (2025). Developing machine learning models for personalized game-based stroke rehabilitation therapy in virtual reality. Alexandria Engineering Journal, 121, 358–369. https://doi.org/10.1016/j.aej.2025.02.080
Annuar, H., & Solihatin, E. (2025). Enhancing Early Childhood Cognitive Development via Mobile Game-Based Learning Applications: Insights and Practical Experiences. International Journal of Interactive Mobile Technologies , 19(4), 208–229. https://doi.org/10.3991/ijim.v19i04.51897
Arztmann, M., Domínguez Alfaro, J. L., Hornstra, L., Wong, J., Jeuring, J., & Kester, L. (2025). Game over? Investigating students’ working memory, situational interest, and behavioral patterns as predictors of dropout in an educational game. International Journal of Child-Computer Interaction, 43. https://doi.org/10.1016/j.ijcci.2025.100721
Azevedo, B. F., Rocha, A. M. A. C., & Pereira, A. I. (2025). A multi-objective clustering approach based on different clustering measures combinations. Computational and Applied Mathematics, 44(1). https://doi.org/10.1007/s40314-024-03004-x
Batdi, H., Do?an, Y., Saygin, M., & Batdi, V. (2025). Enhancing learning through digital games in education. In Educational Games: Enhancing Learning Through Interactive Experiences (pp. 1–22). Nova Science Publishers Inc. https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000243459&partnerID=40&md5=9621194e75b619c40f34744a207203df
Boussaha, K., Drissi, S., Rahab, A., Khelifi Touhami, K., & Eddine Abdelaziz Tayeb Boudraa, C. (2025). Towards a new generation of digital games designed with the basics of psychological theories to improve primary school pupils’ psychological and technical skills in learning arithmetic. Entertainment Computing, 53. https://doi.org/10.1016/j.entcom.2025.100927
Callahuanca-Flores, G., Mendoza-Riega, J., Guzman-Carrasco, C., & Mendoza-Perez, A. (2025). The rise of gamification in neurosurgical training. Neurochirurgie, 71(2). https://doi.org/10.1016/j.neuchi.2025.101654
Chiou, G.-L., Tsai, M.-J., & Hsu, C.-Y. (2025). The effects of self-explanation on game-based learning: Evidence from eye-tracking analyses. Computers in Human Behavior, 163. https://doi.org/10.1016/j.chb.2024.108494
Czok, V., & Weitzel, H. (2025). Impact of Augmented Reality and Game-Based Learning for Science Teaching: Lessons from Pre-Service Teachers. Applied Sciences (Switzerland), 15(5). https://doi.org/10.3390/app15052844
Daud, W. A. A. W., Ghani, M. T. A., Rahman, A. A., Mohd, A., Mohamad, Y., Ghani, H. A., & Mohamed, Z. (2025). Exploring the Challenges and Strategies of Learning Arabic Language among Primary School Teachers. Forum for Linguistic Studies, 7(2), 94–103. https://doi.org/10.30564/fls.v7i2.8002
Do?an, Y., Batdi, H., Güngör, O., & Ba?çeci, B. (2025). Rethinking foreign language learning within the context of digital game-based learning applications. In Educational Games: Enhancing Learning Through Interactive Experiences (pp. 37–59). Nova Science Publishers Inc. https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000197641&partnerID=40&md5=168b01849983f29da0ed5477a50ab8d6
Donoso, F., Peirano, D., Agüero, R., Longo, C., Apalla, Z., Lallas, A., Jaimes, N., & Navarrete-Dechent, C. (2025). Use of game-based learning strategies for dermatology and dermoscopy education: a cross-sectional survey of members of the International Dermoscopy Society. Clinical and Experimental Dermatology, 50(2), 365–371. https://doi.org/10.1093/ced/llae375
Elyasi, S., Varastehnezhad, A., & Taghiyareh, F. (2025). From Play to Prediction: Assessing Depression and Anxiety in Players Behavior with Machine Learning Models. International Journal of Serious Games, 12(1), 83–102. https://doi.org/10.17083/ijsg.v12i1.897
Esiason, J., Goslen, A., Zambrano, A. F., Nasiar, N., Hutt, S., Rowe, J., Ocumpaugh, J., & Vandenberg, J. (2025). Predicting Student Reasoning for Self-Reported Affect in Game-Based Learning Environments. SIGCSE TS 2025 - Proceedings of the 56th ACM Technical Symposium on Computer Science Education, 2, 1453–1454. https://doi.org/10.1145/3641555.3705232
Fadrigon, B., Tseng, A., Weisenburger, R. L., Levihn-Coon, A., McNamara, M. E., Shumake, J., Smits, J. A. J., Dennis-Tiwary, T. A., & Beevers, C. G. (2025). Efficacy of traditional and gamified attention bias modification for depression: Study protocol for a randomized controlled trial. Contemporary Clinical Trials, 149. https://doi.org/10.1016/j.cct.2024.107797
Fernández-Gómez, F., Cosin-Villanueva, M., Almiñana-Pastor, P., & López-Roldán, A. (2025). A comparative analysis of game-based learning and conventional learning in dental education. Journal of Dental Education, 89(3), 414–420. https://doi.org/10.1002/jdd.13747
Hamadneh, B., Fikry, A., Talaat, M., Abbas, A., Ghanem, R., Ramzy, S., Aly, M., Elkilani, A., Mabrouk, S., & Aloqlah, R. (2025). Exploring university students’ perceptions and engagement in game-based learning. International Journal of Evaluation and Research in Education, 14(1), 525–534. https://doi.org/10.11591/ijere.v14i1.30494
Hinojosa, C., Kumar, P., Rajarajan, P. D., & Martin, F. (2025). TrainYourSnakeAI: A Novel Tool to Teach Reinforcement Learning to Middle School Students. SIGCSE TS 2025 - Proceedings of the 56th ACM Technical Symposium on Computer Science Education, 1, 506–512. https://doi.org/10.1145/3641554.3701907
Hsieh, Y.-L., & Yeh, S.-C. (2025). Exploring the Impact of Computer RPG Game-Based Teaching Modules on Environmental Education for Eighth-Grade Junior High School Students. Journal of Ecohumanism, 4(2), 320–339. https://doi.org/10.62754/joe.v4i2.6007
Hsu, K.-C., & Liu, G.-Z. (2025). Towards a Design of the Best Practices for AR-Guided Oral Communication Development: A Systematic Review of Selected Research Published From 2000 to 2023. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13103
Hubahib, R. L. V, & Walag, A. M. P. (2025). Whodunit: A Forensic Chemistry Investigative Game Kit. Journal of Chemical Education, 102(2), 704–713. https://doi.org/10.1021/acs.jchemed.4c01299
Huidobro, C., Torralba-Burrial, A., & Montejo-Bernardo, J. M. (2025). Primary Reactions Race: Exploring Basic Chemical Reactions in a Didactic Board Game for Future Educators. Journal of Chemical Education, 102(2), 688–696. https://doi.org/10.1021/acs.jchemed.4c01192
Jobert, N., & Sanchiz, M. (2025). In-service teachers’ perceptions of board games in teaching: Impact of the level of seriousness of the games and teachers’ characteristics. Teaching and Teacher Education, 157. https://doi.org/10.1016/j.tate.2025.104951
Kalinkara, Y. (2025). Digital games in education: Opportunities and risks. In Educational Games: Enhancing Learning Through Interactive Experiences (pp. 23–36). Nova Science Publishers Inc. https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000224443&partnerID=40&md5=70df57803c947ac738e5d07eecdf7ad7
Kärki, T., Halme, H., Hannula-Sormunen, M., Lehtinen, E., & McMullen, J. (2025). Does multiplication always make bigger? Exploring individual differences in NanoRoboMath game play. Learning and Individual Differences, 119. https://doi.org/10.1016/j.lindif.2025.102643
Kharbouch, M., Vizcaino, A., García-Berná, J. A., García, F., Toval, A., Pedreira, O., Idri, A., & Fernández-Alemán, J. L. (2025). Uncharted dimensions, gaps, and future trends of serious games in software engineering. Computer Standards and Interfaces, 92. https://doi.org/10.1016/j.csi.2024.103915
LaBrie, J. W., Boyle, S. C., Trager, B. M., Hall, N. A., Rainosek, L. M., Hatch, O. J., Morgan, R. M., West, M. J., Tomkins, M. M., & Neighbors, C. (2025). When less is more: Short-Term efficacy of a gamified personalized normative feedback intervention for college students. Addictive Behaviors, 163. https://doi.org/10.1016/j.addbeh.2025.108247
Lakhonmoon, T., Rutanatarntong, Y., & Noisombut, T. (2025). Developing the Kid-Bright board for controlling lamps and fans as game-based learning for twelfth-grade students. Journal of Education and Learning, 19(2), 1074–1082. https://doi.org/10.11591/edulearn.v19i2.21060
Lyuft, A., Akpayeva, A., Astambayeva, Z., & Kulgildinova, T. (2025). Integrating acting techniques in informal learning for prospective primary teachers. International Journal of Evaluation and Research in Education, 14(2), 1389–1397. https://doi.org/10.11591/ijere.v14i2.32496
Madan, K., Taneja, K., & Taneja, H. (2025). Intelligent Strategic Planning Method based Algorithm (ISPMA) for Estimation of Soccer Sports Match Outcome. International Journal of Mathematical, Engineering and Management Sciences, 10(1), 249–264. https://doi.org/10.33889/IJMEMS.2025.10.1.014
Maliki, O., Suherman, W. S., Prasetyo, Y., Pradipta, G. D., Virama, L. O. A., Yudhistira, D., & Dameria, F. D. (2025). Developing a traditional game-based physical education learning model to improve students’ physical fitness: content validity. Retos, 62, 787–795. https://doi.org/10.47197/retos.v62.110401
Marcos, R., Gomes, A., Santos, M., & Coelho, A. (2025). Histopoly: A serious game for teaching histology to 1st year veterinary students. Anatomical Sciences Education, 18(3), 229–240. https://doi.org/10.1002/ase.2545
Montel, C., Cartiaux, B., & Mogicato, G. (2025). Evaluation of the effectiveness of a digital escape room for learning veterinary anatomy. Anatomical Sciences Education, 18(2), 130–138. https://doi.org/10.1002/ase.2543
Nasirova, N. (2025). Strategies for developing personal competencies of physics teachers. In K. I. & A. A. (Eds.), AIP Conference Proceedings (Vol. 3268, Issue 1). American Institute of Physics. https://doi.org/10.1063/5.0257853
Olsen, T., & Hutson, J. (2025). Gamifying the renaissance: Promoting active learning of florentine art through medici monopoly. In Educational Games: Enhancing Learning Through Interactive Experiences (pp. 103–119). Nova Science Publishers Inc. https://www.scopus.com/inward/record.uri?eid=2-s2.0-86000238081&partnerID=40&md5=868dde5899f00069bb42c2fa959503ac
Olukeye, A., Kirtman, N., & Moylan, A. (2025). The Effects of Game-Based Learning on STEM Career Awareness for Elementary Aged Girls. SIGCSE TS 2025 - Proceedings of the 56th ACM Technical Symposium on Computer Science Education, 2, 1563–1564. https://doi.org/10.1145/3641555.3705265
Özdemir, S., & Özf?rat, Ö. (2025). Vaginal breech birth management: serious mobile game design and evaluation for midwifery students. Nurse Education Today, 146. https://doi.org/10.1016/j.nedt.2024.106563
Presson, M., Gupta, A., Vandenberg, J., Goslen, A., Min, W., Cateté, V., & Mott, B. (2025). Introducing Reinforcement Learning Concepts to Middle School Students with Game-Based Learning. SIGCSE TS 2025 - Proceedings of the 56th ACM Technical Symposium on Computer Science Education, 2, 1587–1588. https://doi.org/10.1145/3641555.3705206
Priante, A., & Tsekouras, D. (2025). Integrating technology in physical classrooms: The impact of game-based response systems on student learning experience. Information and Management, 62(3). https://doi.org/10.1016/j.im.2025.104105
Sharma, R., Tan, C., Gomez, D., Xu, C., & Dubé, A. K. (2025). Guiding teachers’ game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games. Teaching and Teacher Education, 155. https://doi.org/10.1016/j.tate.2024.104915
Sotoca-Orgaz, P., Arévalo-Baeza, M., & Navia, J. A. (2025). Playing for a Healthy Life: Integrating Mobile Exergames in Physical Education. Behavioral Sciences, 15(2). https://doi.org/10.3390/bs15020229
Sribundit, N., Lochid-amnuay, S., Bunchuailua, W., Kapol, N., Poompruek, P., Ratsameeratyatum, K., Benjawan, S., Sriwong, B. T., Chalongsuk, R., & Krichanchai, S. (2025). Innovation in teaching and learning: Gamification toward enhancing the performance of entrepreneurial skills and leadership skill in pharmacy student. Currents in Pharmacy Teaching and Learning, 17(5). https://doi.org/10.1016/j.cptl.2025.102301
Szilágyi, S., Palencsár, E., Körei, A., & Török, Z. (2025). Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals. Education Sciences, 15(2). https://doi.org/10.3390/educsci15020132
Szulc, N. A., Olchowik, A., Jaszczak, P., Janiak, B., Cup, M., Tomaszewski, J., & Pokrzywa, W. (2025). DEGRADATOR: A Gaming Expedition Into Targeted Protein Degradation Therapies. Journal of Chemical Education, 102(2), 899–908. https://doi.org/10.1021/acs.jchemed.4c00823
Valarmathi, P., & Packialatha, A. (2025). Virtual Reality-Based Attention Prediction Model in Gaming for Autistic Children. International Journal of Developmental Neuroscience, 85(1). https://doi.org/10.1002/jdn.70000
Voudouris, K., Slater, B., Cheke, L. G., Schellaert, W., Hernández-Orallo, J., Halina, M., Patel, M., Alhas, I., Mecattaf, M. G., Burden, J., Holmes, J., Chaubey, N., Donnelly, N., & Crosby, M. (2025). The Animal-AI Environment: A virtual laboratory for comparative cognition and artificial intelligence research. Behavior Research Methods, 57(4). https://doi.org/10.3758/s13428-025-02616-3
Authors
Copyright (c) 2024 Bruna Costa, Rafaela Lima, Thiago Rocha
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
