  Traditional software engineering education generally emphasizes strict
collaboration and technical skills However active teaching strategies where
students actively engage with the material transitioning from passive observers
to active manipulators of realworld tools have shown effectiveness in software
engineering The evolving market demands new skills in the context of digital
transformation presenting challenges such as modeling complex business
scenarios and navigating the interconnections between people systems and
technologies Shifting from conventional software engineering instruction to
active methodologies like ProblemBased Learning PBL has proven to bring
realworld market challenges and realities into the classroom This article
details an experience from the Digital Games Analysis and Modeling course in
the Digital Games Masters program at Pontifical Catholic University of Sao
Paulo It covers the discussed concepts case study rolebased work method and
steps of the meetings We also present examples of outcomes like requirement
diagrams context diagrams use case diagrams class diagrams interviews and
others that contributed to the Game Design Document GDD These were created by
each group during the meetings alongside their game prototypes Additionally a
discussion on the developed capabilities is included
