Aprendizagem significativa em física de fluídos por meio do jogo digital subnautica

Abstract

Physics teaching in high school faces significant challenges related to students’ understanding of abstract concepts, especially in fluid physics topics such as hydrostatic pressure, buoyancy, and hydrodynamics. These contents are often presented in an overly formal and mathematical way, which may hinder the construction of meaningful learning. In this context, this study aims to investigate the potential of the digital game Subnautica as a pedagogical tool to promote meaningful learning of these concepts, based on David Ausubel’s theory of meaningful learning and its development by Marco Antônio Moreira. This research is characterized as a qualitative case study conducted with high school students from a public school, through the application of a didactic sequence that integrated conceptual explanation, game-based practical activities, and diagnostic and formative assessment instruments. Data were collected using pre and postactivity questionnaires, activity guides, and students’ written records. The results indicate that the use of the game enhanced the visualization of physical phenomena, increased student engagement, and facilitated the connection between prior knowledge and new concepts, contributing to a more meaningful understanding of the studied contents. It is concluded that digital games with physics simulation engines can function as effective mediating tools in Physics teaching when integrated into a theoretically grounded pedagogical approach.