Learning chemical elements of the Periodic Table can become exhaustive and it often happens by memorizing their characteristics without proper understanding. A digital educational game has the potential to make the learning process more enjoyable as well as encouraging teamwork and a closer student-teacher interaction. Thus, this paper presents the conception process of a digital educational game carried out with high school students, using Participatory Design, to support contextualized learning of the chemical elements. At the end of the process, three game ideas were idealized by students with their consolidation into a digital game proposal.
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