Jogos digitais e aprendizagem: uma análise do uso em sala de aula

• Ano de defesa: 2024
• Autor(a) principal: Menezes, Patrick de
• Orientador(a): Aguiar, Wanda Maria Junqueira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Aprendizagem baseada em jogos; Engajamento estudantil; Ensino de História; Jogos digitais; Tecnologia educacional
• Palavras-chave em Inglês: Digital games; Educational technology; Game-based learning; History teaching; Student engagement
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/43967

This study explores the integration of digital games into History teaching for elementary school students in a private school. The use of games like Civilization VI and Assassin's Creed: Origins is analyzed as a pedagogical tool to enhance student engagement, promote agency, and deepen complex historical concepts, particularly the emergence of the first cities and the State. Based on theories of immersive narrative (Murray, 2003) and active participation in learning (Gee, 2005), this research examines the potential of digital games to create meaningful and interactive learning experiences. Data were collected through reflective interviews with students and classroom observations, revealing that games not only provide visual and narrative support to the curriculum but also promote collaborative learning environments. The results highlight the importance of teacher mediation to effectively align the content of games with educational objectives, ensuring that the use of digital games contributes to cognitive and emotional learning outcomes