Um jogo digital educacional para o ensino de sólidos geométricos e sua avaliação por futuros professores de matemática

Abstract

The increasing presence of digital technologies in students' daily lives has driven the search for pedagogical resources that make learning more dynamic and aligned with the competencies outlined by the Brazilian National Curriculum Base (BNCC), especially in mathematics education, where spatial geometry content often presents challenges related to visualization, engagement, and the predominance of traditional memorization-centered practices. In this context, digital games emerge as promising resources, as they integrate playful elements, immediate feedback, and multiple languages, supporting the development of logical reasoning, spatial perception, and student motivation, as recent studies on the use of interactive resources in mathematics education indicate. Based on these potentialities, the educational game Hello Ball was developed, structured according to the principles of Didactic Informatics Engineering and its modeling for games, as well as guiding documents for educational game design, integrating plane and spatial geometry content in 12 thematic phases that combine the resolution of mathematical challenges with the mechanics of an Endless Runner. This research analyzes the contributions of Hello Ball to review and diagnostic assessment processes on geometric solids in high school, from the perspective of 23 future mathematics teachers participating in the PIBID program, who evaluated the game after individual practical experience. To this end, a qualitative and exploratory approach was adopted, using the MEEGA+ framework as a structured evaluation instrument for usability, engagement, player experience, and learning, complemented by discursive analyses of open-ended responses, which sought to capture the meanings, tensions, and pedagogical perceptions attributed to the game by the participants. The statistical results indicated that the game has good overall quality, highlighting its visual clarity, ease of learning the mechanics, relevance of the content, and perception of learning, although limitations also emerged related to usability, level of challenge, accessibility, and dependence on adequate school infrastructure. Qualitative analysis reinforced these findings by revealing meaning effects linked to playfulness, aesthetic pleasure, and educational relevance, as well as recurring tensions between the playful and pedagogical character, and challenges related to inclusion, personalization, and applicability in different school contexts. It is concluded that Hello Ball is a promising digital resource to support the learning of spatial geometry in review and diagnostic processes, by integrating visualization, engagement, and pedagogical intentionality; however, its effective adoption requires teacher mediation, technical adjustments, and attention to the actual infrastructure conditions present in Brazilian schools.