Role Playing Game (RPG). Creative learning. Games. Basic education. Skills and abilities.

One of the current challenges in basic education is the lack of student interest. Additionally, teachers face difficulty in creating new pedagogical and playful materials quickly and easily. Therefore, the main objective of this research, the topic of a master's thesis in the Professional Master's in Informatics in Education program at IFRS, is to develop a model for creating Role-Playing Games (RPGs) that facilitates the production of educational games by teachers using the RPG genre. The study follows the principles of Piaget's constructivist theory, emphasizing the importance of games for human interaction, rule utilization, cooperation, creative potential, problem-solving, role simulation, and other skills. The development of the model also followed a methodological approach guiding this qualitative research. The investigation assessed recent scientific production on RPG games applied in the educational context, focusing on high school through a systematic survey and conducted a literature review providing an overview of the possibilities of using this type of game to help teachers work with students on the general competencies outlined by the National Common Curriculum Base (BNCC). After constructing the artifact, it was applied in two case studies involving teachers and high school students from two public educational institutions in the state of Rio Grande do Sul and in a pedagogical workshop that included teachers from different educational institutions. For data collection in the two studies, a questionnaire instrument containing open and closed questions was applied, generating data that were transformed into texts. Data analysis was conducted using Bardin's content analysis technique, based on the inference of these textual records. As a result, teachers were able to use the model to create and implement the RPGs "Defenders of the Environment" and "Unexpected Events at Hogwarts" with their student players to assist in the learning process. The model was evaluated, validated, and refined based on participant assessments, demonstrating its feasibility and applicability in the classroom. Thus, the main objective was achieved with the production of a model that allows teachers to build RPGs for classroom use.