Gamification and Generative Artificial Intelligence in the Teaching of Philosophy, Mathematics, and Portuguese: A Report on an Interdisciplinary Experiment in a Full-Time High School Program.

• DOI: https://doi.org/10.22533/at.ed.515721226100610

• Palavras-chave: Gamification; Generative Artificial Intelligence; Full-Time High School; Active Learning; Philosophy; Interdisciplinarity.

• Keywords: Gamification; Generative Artificial Intelligence; Full-Time High School; Active Learning; Philosophy; Interdisciplinarity.

• Abstract:

  This article presents an interdisciplinary pedagogical experiment developed at the Mayor Joaldo Lima de Carvalho Center of Excellence in Itabaianinha, Sergipe, which integrated elements of gamification and generative artificial intelligence into the teaching of Philosophy, Mathematics, and Portuguese Language in full-time high school. The study is grounded in Deci and Ryan’s Self-Determination Theory, Stanislas Dehaene’s contributions from the neurosciences of learning, and Dermeval Saviani’s historical-critical conception of education, linking these frameworks to contemporary literature on gamification. Methodologically, this is a qualitative case study conducted throughout the 2024 school year, involving gamified activities, educational games, collaborative challenges, and the use of artificial intelligence tools to enhance learning. Notable among the implemented actions are interdisciplinary seminars, digital quizzes, the original game “Philosophical Treasure Hunt,” and a solidarity campaign structured around game mechanics. The observed results point to increased engagement, active participation, and collaboration among students, fostering the mobilization of cognitive, socio-emotional, and communicative skills. It is concluded that the integration of gamification, artificial intelligence, and teacher mediation can contribute to the creation of more meaningful, personalized educational experiences aligned with the demands of contemporary schools.