BRAIN STUDANTS: GAMES AND VIRTUAL AND MIXED REALITY AS AN ACTIVE METHODOLOGY IN SCIENCE TEACHING FOR STUDENTS OF THE 6th YEAR OF FUNDAMENTAL EDUCATION IN ARAGUATINS, TO

Abstract

This article deals with the influences of Virtual Realities (VR) and Mixed Techniques (MR) technological practices in the educational process of 6th grade students and their interdisciplinarity. Seeking to clarify the performance of digital games, this work aims to use games as a model to create a differentiated practice focused on the improvement of student learning. Using a quantitative and exploratory research, an evaluation of knowledge was applied to the students, verified the lowest index of knowledge and understanding of what was worked in class previously, set up a workshop to train the technological tools, finalizing with Games Tournament. Comparing the traditional evaluative method with the technological evaluation, there was an incomparable level of curiosity, creativity and interest. In the technological evaluation, the students presented mastery of the content, with a 35.3% greater number of correct answers when compared to the traditional evaluation model. This research contrasts the negative view about the use of games and the dichotomy that digital devices do not contribute as a teaching tool; raising their potential development in cognitive skills during learning. Thus, the primordiality of the preparation of the educators for the use of these apparatuses, also its introduction the other available tools. For this, it is necessary that there be institutional, social and mainly governmental support with investments in structure and qualification of the same so that it is possible to enjoy a quality education with students engaged and active in the social environment to which they belong.