ANALOG AND DIGITAL GAMES AS METHODOLOGICAL RESOURCES IN HISTORY TEACHING
TL;DR
The study concludes that the teacher’s methodological approach and mediation are essential to aligning these resources with teaching objectives and students’ needs, guiding their use toward a critical and reflective understanding of history.
Abstract
The use of analog and digital games in history teaching raises questions about student interest, historical learning, and teacher mediation. This article presents findings from the master’s study “Games and Digital Games versus Active Learning Methodologies: The Score in Historical Learning,” conducted within the Professional Graduate Program in History Teaching at the Federal University of Mato Grosso (UFMT), Brazil. It examines the possibilities and limitations of these resources in two sixth-grade classes, considering students’ perceptions of interest and learning and the role of teacher mediation. The qualitative study involved forty students at a state school in Alto Garças, Mato Grosso, combining participant observation, classroom records, learning assessments, questionnaires, and group discussions. One class participated in analog and digital game activities, including the board game “Exploring Prehistory: Tracing the Ways of Life of the Earliest Humans,” designed by the teacher-researcher, while the other engaged in Peer Instruction activities. Findings indicate that games fostered motivation and engagement, whereas Peer Instruction encouraged collaboration and knowledge sharing. Combining resources and teaching methods contributed to understanding historical content, although students perceived their contributions differently. The study concludes that the teacher’s methodological approach and mediation are essential to aligning these resources with teaching objectives and students’ needs, guiding their use toward a critical and reflective understanding of history.