RPG AS AN ACTIVE METHODOLOGY IN TEACHING GEOGRAPHY
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Abstract
This paper explores the use of Role-Playing Games (RPGs) as an active methodology in Geography education, highlighting their didactic potential in promoting meaningful and engaging learning experiences. The central aim of the study is to analyze the contributions of RPGs to the teaching-learning process in Geography, emphasizing their ability to integrate playfulness with cognition. The investigation adopts a qualitative approach, using the theoretical-deductive method to verify the general premise that RPGs possess high pedagogical potential. The methodological procedures included data collection through bibliographic research regarding theoretical aspects, as well as the implementation of a practical experience involving the application of the game with a 3rd-year High School class. Empirical data were gathered through open-ended questionnaires and analyzed using content analysis techniques. The results showed that students felt motivated and engaged, noting that the activity facilitated the assimilation of geographical content through an active, interactive, and meaningful approach. However, some limitations were reported, such as the risk of losing pedagogical focus due to the immersive nature of the game, highlighting the teacher’s mediating role in guiding the learning process. It is concluded that RPGs, when intentionally planned with pedagogical objectives and aligned with curricular goals, represent a powerful tool of active methodology in Geography education. They contribute to the development of cognitive, socioemotional, and critical thinking skills, while also offering more playful and appealing learning experiences.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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