Games and Learning
Cod: 11021
Department: DEED
Scientific area: Education Sciences
Total working hours: 156
Total contact time: 15

All societies have a large number of games. Their origins go far back to the beginning of human activity, with historical records of games having been played in the most diverse parts of the world. With the emergence of modern technologies, new resources were applied to both leisure and educational levels, and alongside the traditional forms of games, new activities emerged, such as video and computer games. The educational potential of the game is recognized and authors in numerous fields such as psychology, anthropology and mathematics have written extensively on the subject. In this course we will also look at the relevance of the game in traditional education, but also in the current system, underlining the importance of criteria of quality in game selection.

Literacia digital
Papel do educador



Amante, L. (2004). Novas Tecnologias, Jogos e Matemática. In D. Moreira & I. Oliveira, O Jogo e a Matemática (pp. 153-184). Lisboa: Universidade Aberta.
Barros, C., & Oliveira, I. (2010). Videojogos e aprendizagens matemáticas na educação pré-escolar: um estudo de caso. Educação, formação e tecnologias, 3 (2), 95-113.
Gros, B. (2002). Videojuegos y alfabetización digital. Disponível em 05/10/2007, em:
Gros, B. (coord.) (2008). Videojuegos y aprendizage. Barcelona: Editorial GRAÓ.
Gee, J. P. (2007). Bons Videojogos + Boa Aprendizagem. Ramada: Edições Pedago, Lda.


Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final exam (100%).