This research investigated the collaborative work carried out by a team of language
teachers who came together to develop digital didactic games aimed mainly at
grammatical awareness, but also to collaborate for the scientific education of
students. It aims to describe the strategies used by language teachers in the process
of producing digital didactic games. It is a participatory research carried out during
the planning phase of a grammatical awareness project through science education. It
is based on studies such as Freire (1979), Franchi (1991), Hasan (1996), Kishimoto
(1998), Martin and White (2005), Cerqueira (2010), Silva (2011), Almeida and
Valente (2012), Prensky (2012), Cunha (2015), Halliday and Matthiessen (2014),
Thompson (2014), French (2019), just to name a few. The results obtained show
what we call dynamic aspects of digital didactic games, such as narrative, challenge,
self-explanation, movement and multimodality, which are categories capable of
attributing pleasant or friendly characteristics to the focused games. The research
demonstrated that as these aspects were implemented, the games became more
dynamic, in the view of the team. Finally, a protocol for promoting digital educational
games is proposed to assist teachers who wish to develop or evaluate digital
educational games.
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