Because the difficulty in understanding the resources and the concepts of chemistry teaching
by the degree of abstraction, chose to use the technological resource as a way to help the
student without the capacity of representative construction of circunstance or model. This
work aims to enable the significant learning of quantum numbers, especially the principal
quantum number (n) through an application developed in App Inventor and based on the
pillars of Gamification that has elements capable of motivating the student. The application
has the aid of three short videos available on You Tube that approching the evolution of
atomic models, especially the Bohr model and Quantum Numbers. In addition, it consists of a
question and answer game related to the videos and a ranking system to perform the
interaction between the players. For that, the application of a questionnaire containing
discursive and objective questions, the application of the game and a dialogue with the
students respectively, was used. The results of the diagnostic questionnaire showed that
majority of the students conceived it as Rutherford's atom, but described it as the Rutherford-
Bohr atom. As for the Bohr Model, it was found that they had a glimmer of the model that
was restricted to an improvement of Rutherford. egarding the quantum numbers, they had
difficulty in conceptualizing, since they had an idea how to find and who they are. In the
application of the game and established dialogue, the students were able to understand both
the theories that constitute the evolution of atomic models and quantum numbers through the
application that helped to remember the contents already seen and contributed with additional
information in a way dynamic and interactive. However, it is worth noting that the greatest
difficulty encountered by the students was not to understand quantum numbers, but the
evolution of the models throughout history and its relation with quantum numbers, especially
the principal. As for the use of the application in the classroom it was possible to perceive the
contribution to learning as a technological resource and to analyze the points that need to be
revised to aprimorate it.
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