Didactic Choreography in Higher Education Students: The Experience of
Learning From a Jedi Master Axis — Didactic Choreographies

Itaquê Ferreira Cunha, Jaelison Rodrigues de Souza

Abstract: The Theory of Experiential Learning helps to understand learning styles. The Principles of Teaching proposes the commitment of the teacher-learner binomial both to learning and to apprehension. Based on these former ideas, this research sought to build a teaching-learning model according to the principles of didactic choreography, in order to map its impact on the performance of university students. The MKTG Games choreography refers to elements of the cinematographic universe of Star Wars. In this game, students assume the role of young Jedi disciples who must study and develop their knowledge and gain special abilities. Among the results found with the MKTG Games experience are: (1) the level of student engagement increased progressively over the ten challenges performed; (2) the performance of students in the game was, on average, superior to the performance in formal assessment activities; and (3) Students with a Convergent learning style, when compared to students who had other learning styles, achieved better results in the game, as well as better performance in formal assessment activities. However, other variables not explored in this article may be impacting this result and deserve to be analyzed in other studies.