Contribuições do jogo Dimensões: aprendizagem baseada em jogos no ensino de física

Abstract

The teaching of Physics in basic education often faces challenges related to the lack of student interest, due to an excessive focus on memorizing formulas and solving decontextualized exercises. This dissertation proposes an innovative approach, using active methodologies, particularly Game-Based Learning (GBL), to make the teaching of Physics more engaging and effective. The digital educational board game Dimensões, developed within the context of this research, aims to facilitate the learning of the concepts of impulse and momentum, promoting a collaborative and dynamic learning environment. The research is grounded in the theories of Vygotsky, Piaget, Wallon, Ausubel, and Csikszentmihalyi, which emphasize the active role of the student in knowledge construction and the state of immersion during learning. The main objectives of the study were the development and implementation of the game "Dimensions," the promotion of student engagement and motivation, and the evaluation of the pedagogical impact of the game on the understanding of Physics concepts, as well as the development of cognitive and socio-emotional skills, such as teamwork and communication. The results indicated that the use of the game significantly increased student interest and participation in Physics classes, while also facilitating content comprehension and promoting the development of social and emotional competencies. Student feedback was overwhelmingly positive, highlighting the fun and effective nature of the playful approach adopted. It is concluded that Game-Based Learning, when well applied, can overcome the challenges of traditional Physics teaching, making the teaching-learning process more inclusive, accessible, and relevant to students.