DEBORAH HADASSA DE MELO FEIJO DOS ANJOS

Chemistry teaching is still based on traditional methods of memorization and repetition, a consequence of students' difficulty in understanding chemical models when contextualized pedagogical strategies are not employed. In this context, digital games emerge as a promising alternative to make teaching more dynamic, interactive, and accessible. This qualitative study aimed to analyze how digital games are perceived and used by undergraduate chemistry students during their training, understanding how this knowledge is articulated with academic productions on the subject. The research was conducted through a bibliographic survey, with a time frame from 2014 to 2024, using the Digital Library of Theses and Dissertations as a database. Additionally, a questionnaire was applied to 72 students of the Chemistry undergraduate course at a Federal University in the Northeast region of Brazil to understand their perceptions of digital games in the educational context. The results indicate that 98.6% of the students recognize the potential of digital games in chemistry learning. According to this result, 69.4% have already used these cultural artifacts to learn chemical concepts, which justifies 79.2% of respondents feeling familiar with this technology, emphasizing the emergence of a more connected society. Conversely, a significant lack of training on the use of Digital Games was identified, due to the absence of subjects addressing this topic in the curricula of Chemistry undergraduate courses that adhere to the Unified Selection System. It is concluded that this study highlights how Digital Games can significantly contribute to improving Chemistry teaching, provided there is adequate teacher training. Thus, it is essential that undergraduate courses include the pedagogical use of Digital Games in their curricula, promoting an educational practice aligned with contemporary demands and available technological possibilities.