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Designing learning solutions in digitally mediated contexts requires attention to the level of immersion, interactivity, personalization, and engagement promoted, to which the incorporation of active learning methods and gamified strategies can be strategic. However, more research is needed on how teachers use technology-enhanced active learning strategies and on the impact of game-design elements inclusion in learning environments. This study provides findings from the informed exploration stage of a project, consisting of the development and assessment of a digital platform to be used in Portuguese basic and secondary schools to support participation in extracurricular projects and promote its users' sense of belonging. A survey by questionnaire was publicly shared with Portuguese schoolteachers, in June 2022, to map the current technological reality in Portuguese schools and teachers' relationship with technologies. 215 valid responses were analysed with descriptive statistics and content analysis. The use of digital technologies was found not to have decreased after the emergency remote learning period. Teachers assumed that the most used platforms coincided with those institutionally supported and that combining the promotion of active learning methods and the formal recognition of learners' attitudes and skills in a digital solution was something innovative and required in Portuguese schools.

Copyright of Journal of Physical Education (24482455) is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Physical Education (24482455) is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education et Societes is the property of INRP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)