Livro-jogo utilizando storytelling e elementos de RPG para o ensino de geometria

Abstract

This study presents the design, development, and evaluation of an original gamebook with a cyberpunk theme, grounded in storytelling and role-playing game (RPG) elements, aimed at teaching Geometry in the final years of Elementary Education. The research originates from a problem identified in the author’s professional practice, namely students’ lack of motivation in Mathematics classes and their difficulties in understanding geometric concepts and relating them to everyday situations.The main objective was to investigate how the use of storytelling within an RPG-based game-book can support the teaching of basic geometric concepts, as well as to analyze the impact of this approach on classroom practice and student satisfaction. The game-book was developed in a physical booklet format. To assess students’ perceptions of the activity, the proposal was implemented in a school context. The intervention took place in a public state school in the municipality of Pato Branco and was carried out over three sessions with the participation of twenty-two students. During these sessi-ons, students individually read and solved the gamebook challenges. Subsequently, a questionnaire was administered to collect the data analyzed in this study. Observa-tions and records related to the monitoring of participants were also produced throughout the intervention. The results indicated high levels of engagement, positive perceptions of learning, good acceptance of the narrative, and appreciation of the playful nature of the activity. The perceived level of difficulty was considered mode-rate, allowing for an appropriate progression through the proposed challenges. The educational product was developed in accordance with the Brazilian National Com-mon Core Curriculum (BNCC), with explicit mapping of the Geometry skills addressed. It is concluded that the combination of storytelling and RPG represents a promising strategy to enhance students’ motivation, interaction, and interest in Geometry and Mathematics classes within the investigated age group.