Proposta de uma Intervenção Gamificada Desplugada para a Disciplina de Gerenciamento de Serviços de TI.

Abstract

Generation Z students, born between 1997 and 2010, have shown difficulties in adapting to traditional teaching methodologies, which are typically characterized by a passive learner role and expository instructional practices. This scenario is also evident in higher education, including Technology and Computing programs. In this context, this study presents a non-digital, gamified pedagogical intervention implemented in a class of the IT Service Management course. The intervention was designed using gamification elements adapted to an unplugged format. Data were collected through questionnaires applied to the students after the activity. The results were predominantly positive, indicating increased engagement, motivation, and perceived learning. The findings suggest that gamification is an active learning strategy capable of enhancing student involvement and making teaching more dynamic in higher education technology courses, while also offering a replicable structure for different disciplines and academic contexts.