Educational games for teaching science in middle school: an integrative review

Myllena Monteiro Pestana; Bruna Laryssa Coutinho Freitas; Jocilania de Deus Feitosa; Andréa Araújo do Carmo; Jackson Ronie Sá-Silva; Sandra Fernanda Loureiro de Castro Nunes

doi:10.1590/SciELOPreprints.18455

##article.authors##

Myllena Monteiro Pestana State University of Maranhão https://orcid.org/0009-0007-3998-3947
- Investigation
- Writing – Original Draft Preparation
- Formal Analysis
- Visualization
Bruna Laryssa Coutinho Freitas State University of Maranhão https://orcid.org/0000-0003-3322-3430
- Formal Analysis
- Writing – Review & Editing
Jocilania de Deus Feitosa State University of Maranhão https://orcid.org/0009-0004-1870-9920
- Writing – Review & Editing
Andréa Araújo do Carmo State University of Maranhão https://orcid.org/0000-0001-5776-3234
- Writing – Review & Editing
- Supervision
Jackson Ronie Sá-Silva State University of Maranhão https://orcid.org/0000-0001-9607-3674
- Writing – Review & Editing
- Supervision
Sandra Fernanda Loureiro de Castro Nunes State University of Maranhão https://orcid.org/0000-0002-8358-7606
- Conceptualization
- Methodology
- Project Administration
- Writing – Review & Editing
- Funding Acquisition

DOI:

https://doi.org/10.1590/SciELOPreprints.18455

Keywords:

Science Education, Active Methodologies, Pedagogical Practices, Educational Games

Abstract

Given the contemporary challenges of science education, active learning methodologies present themselves as a teaching strategy aimed at promoting greater student engagement, thereby making the teaching-learning process more meaningful. Within this context, play-based games emerge as didactic strategies that combine playfulness, interaction, and the collective construction of knowledge. Accordingly, the present study aimed to conduct a survey of the main play-based games applicable to middle school (Ensino Fundamental Anos Finais) for teaching Biology content. The research is characterized as an integrative review, developed through searches in the Portal Periódicos CAPES and Google Scholar databases, covering publications from 2019 to 2026. A total of 1,669 articles were identified, of which, after the screening stages and application of inclusion and exclusion criteria, only 13 composed the final sample for analysis. The results evidenced the use of physical games, such as board and card games, dice, and dominoes, addressing content in Zoology, Ecology, Cell Biology, Botany, Physiology, and Genetics. The analyzed studies indicate that games foster engagement, active participation, and the consolidation of scientific concepts, in addition to enabling diagnostic assessment when developed under teacher mediation. In times of unmotivated students and screens competing with the blackboard, playfulness presents itself not as an alternative, but as a necessity. The results of this study prove it: when students play, they do not just learn Biology, they live Biology. And what is lived is not forgotten. Investing in educational games is, therefore, investing in a more humane, active, meaningful, and innovative science education.