Teaching physics in engineering is a challenging task that presents several difficulties, such as the need to use a variety of comprehension methods, translate words, graphs, tables and equations, and apply knowledge of algebra, arithmetic and geometry. In addition, there are often psychological and cultural factors, such as the belief that physics is difficult to learn, which undermine students' motivation to learn. As a reinforcing measure, optional seminars were introduced to solve basic problems, exercises and basic physics concepts. Although the optional workshops were designed to improve students' academic performance, attendance was very low, practically zero, which led us to believe that students were not motivated to attend these classes. In order to increase the students' motivation and satisfaction, we proposed to implement a dynamic based on the trivial game in such a way that it would facilitate the students' approach to practice, integrating learning methods based on collective learning, gamification and flipped classroom, with the aim of increasing attendance, motivation to learn and student satisfaction. The methodology of the proposal consists of presenting physics problems or conceptual questions with several options as a kind of quiz, asking the students to solve them in groups, then discussing the solutions among themselves and finally showing the correct answer.

The results obtained show an increase in participation compared to the control group, so it can be concluded that the dynamic has successfully achieved its objectives and is a tool for improving student motivation and satisfaction.

Keywords: Gamification, Quiz game, Physics, Engineering, Motivation.