Technological resources has been largely used as an important educational strategy to
promote greater efficiency in the teaching of Environmental Sciences. The implementation of
educational digital games has facilitated the teaching-learning process, helping to complement
contents and generating greater stimulus and dynamics in school activities. Studies has
documented that properly planned teaching results in improved apprehension of academic
knowledge and skills. The aim of this study consisted of validating the adaptation of the game
Loot Quest for Smartphone as a didactic resource in teaching of the water like theme, directed
to promote the complementation of knowledge and as an incentive to engage in school
activities for 6th grade students at a public school in Belém-PA. The Loot Quest game was
adapted to teach diseases associated with water pollution and its sustainability (Unit II,
Chapter 5) of curriculum discipline. The Chapter 5 was divided into two small steps, requiring
complete mastery (100% correct answers) by the student in the writing evaluations in each
step. This process was applied only in the first class, the condition to participate in digital
games was to pass the evaluations in two-step. In the second class, the traditional teaching of
Chapter 5 was adopted by the discipline's teacher, followed by the step evaluations without
the requirement of passing the step evaluations to participate in the games, the students should
only perform them. After these evaluations, the games were applied to teams in both classes,
with the games installed on smartphones, and instructions were provided to players in the
classroom, in which they were kept while the QR Codes were hidden in the outside area. In
each game, teams should locate 10 QR Codes, identify corresponding images and phrases,
then copy them on the answer sheet. The validation of digital games by students and expert
judges was carried out by specific assessment questionnaires, after the games were applied.
All teams in Class 1 achieved 100% correct answers in both steps and participated in the
games, while the scores in the teams in Class 2 the grades ranged from 0.0 to 7.0 in both
steps. In the validation, the two classes presented the highest percentages in the option "totally
agree" in the 14 evaluation questions, with a high reduction in the other options “partially
agree”, “nor agree”, “nor disagree”, “partially disagree” and “strongly disagree”. The judges'
evaluation of the images, phrases and compatibility showed an agreement of 66 to 100% of
the judges in the 30 items of each game, except for the compatibility of item 7 of Game 1 with
50%. The evaluation of technical products, 9 of the 12 criteria scored 15 to 18 points (84-
100%) by the judges, with 18 being the highest score. The results showed that properly
planned teaching with digital games as a source of incentive, contributed to learning and
assessment activities of different themes related to water, found in books on Environmental
Science and Environmental Education.
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