Pieces in action: building board games in English through Project- and Game-Based Learning

Authors

DOI:

https://doi.org/10.33871/22386084.2026.16.12108

Keywords:

project-based learning, game-based learning, language teaching, board games

Abstract

This study investigated how the creation and use of board games, within an approach that integrates Project-Based Learning and Game-Based Learning, can foster the functional use of English by high school students. The qualitative and exploratory study was conducted with a third-year class at a private school in Foz do Iguaçu, Brazil, comprising thirteen students with varying levels of proficiency. It integrated the teaching of the Simple Past tense with the theme of tourism, encouraging the collaborative construction of games and interaction with peers’ productions. Data were generated through two open-ended questionnaires administered after the construction phase and after the gameplay of the games. The analysis indicated that the students developed skills in planning, decision-making, collaboration, reflective agency, and functional language use in contexts close to real-life situations. In addition, the playful dimension stimulated motivation, engagement, and contextualized learning. The findings suggest that integrating Project-Based Learning and Game-Based Learning through the creation and use of board games provides more dynamic, participatory, and contextualized educational experiences, expanding opportunities for English language use and reinforcing students’ active role in the learning process.

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Author Biographies

Thais Mazotti Lins, Western Paraná State University (Unioeste)

PhD candidate in Literature at the State University of Western Paraná (Unioeste), holds a Master’s degree in Education from the Graduate Program (stricto sensu) (PPGEn/Unioeste, 2021), and specializes in Instrumental Informatics Applied to Education (UTFPR, 2018) and in the English Language (Unioeste, 2018). Holds a degree in Literature, with qualifications in Portuguese Language and English Language and their respective literatures, from Unioeste (2015).

Clodis Boscarioli, Western Paraná State University (Unioeste)

Associate Professor at the State University of Western Paraná, Cascavel campus, where he has been working since 2000 in the Computer Science program. He is a permanent faculty member and advisor in the Graduate Program in Computer Science (PPGComp) and in the Graduate Program in Science Education and Mathematics Education (PPGECEM), at both the master’s and doctoral levels, at the Cascavel campus.He holds a degree in Informatics and a specialization in Computer Science from the State University of Ponta Grossa (1996 and 1999, respectively). He holds a Master’s degree in Informatics from the Federal University of Paraná (2002). He earned a PhD in Electrical Engineering from the University of São Paulo (2008), and is also a specialist in Public Policy Formulation and Management from the Paraná School of Government in partnership with the State University of Western Paraná (2008).

   

Greice Castela Torrentes, Western Paraná State University (Unioeste)

Postdoctoral researcher in Literature at the State University of Rio de Janeiro (UERJ - 2020), with a scholarship from the Araucária Foundation. Holds a PhD in Neo-Latin Languages (Spanish language) from the Federal University of Rio de Janeiro (UFRJ - 2009), a Master’s degree in Neo-Latin Languages (Spanish language) from UFRJ (2005) with a CAPES scholarship, and a specialization in Instrumental Spanish for Reading from the State University of Rio de Janeiro (UERJ - 2004). Also completed a specialization course for Spanish language and literature professionals at the Complutense University of Madrid (2004) with a MAE/AECI scholarship, and holds a Bachelor’s degree and full teaching qualification in Literature (Portuguese-Spanish) from UFRJ (2002), with a CAPES scientific initiation scholarship. Professor of the Professional Master’s Program in Literature (PROFLETRAS) in Portuguese language and faculty member of the stricto sensu Graduate Program in Literature (Master’s and Doctoral levels) at Unioeste (since 2012). Associate Professor of Spanish Language and Teaching Practice at Unioeste (since 2006). Develops research projects focused on ICT in the area of Spanish as a Foreign Language, with funding from the Araucária Foundation for a period, as well as extension projects focused on the use of applications in language teaching and Spanish language education. Currently serves as Editor-in-Chief of Edunioeste, coordinator of the Paraná Speaks Spanish program at Unioeste (funded by UGF/SETI), and leader of the research group Language, Culture and Teaching.

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Published

2026-08-31

How to Cite

LINS, Thais Mazotti; BOSCARIOLI, Clodis; TORRENTES, Greice Castela. Pieces in action: building board games in English through Project- and Game-Based Learning. Revista Educação e Linguagens, Campo Mourão, v. 16, p. 1–25, 2026. DOI: 10.33871/22386084.2026.16.12108. Disponível em: https://periodicos.unespar.edu.br/revistaeduclings/article/view/12108. Acesso em: 11 sep. 2026.

Issue

Revista Educação e Linguagens, v. 16, 2026 – Jan./Dez. – Publicação contínua

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Artigos

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