Papiro Engine: uma plataforma de criação de jogos educacionais com foco em narrativa
Resumo
Com o avanço das tecnologias digitais e a pandemia do COVID-19, o setor de educação foi obrigado a passar por uma transformação digital. Dentre as tecnologias, uma que tem ganhado destaque na literatura é o uso de jogos no aprendizado. Embora apresentem diversos benefícios, jogos com fins educacionais (sérios) são consideravelmente complexos de se desenvolver. Para resolver essa dificuldade, foi construída a engine de jogos Papiro, uma ferramenta open source que facilita a criação de jogos sem exigir afinidade tecnológica do desenvolvedor. A plataforma foi baseada em conceitos construtivistas e elementos narrativos, e se propõe não apenas a simplificar esse processo de criação, mas também suportá-lo com coleta e análise de dados dos jogadores.
Palavras-chave:
Jogos Educacionais, Criação, Narrativa, Engine
Referências
Boyle, E. A., Hainey, T., Connolly, T. M., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., and Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers & Education, 94:178–192.
Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada, volume 1, page 25.
Chalki, P., Mikropoulos, T. A., and Tsiara, A. (2019). A Delphi Study on the Design of Digital Educational Games. In Antona, M. and Stephanidis, C., editors, Universal Access in Human-Computer Interaction. Theory, Methods and Tools, Lecture Notes in Computer Science, pages 433–444, Cham. Springer International Publishing.
De Troyer, O. (2017). Towards effective serious games. In 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pages 284–289. ISSN: 2474-0489.
Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A., et al. (2020). The difference between emergency remote teaching and online learning. Educause review, 27(1):1–9.
Iten, G. H., Steinemann, S. T., and Opwis, K. (2018). Choosing to Help Monsters: A Mixed-Method Examination of Meaningful Choices in Narrative-Rich Games and Interactive Narratives. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pages 1–13. Association for Computing Machinery, New York, NY, USA.
Naul, E. and Liu, M. (2020). Why Story Matters: A Review of Narrative in Serious Games. Journal of Educational Computing Research, 58(3):687–707.
Plass, J. L., Homer, B. D., and Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4):258–283.
Reis, E. (2011). The lean startup. New York: Crown Business, 27.
Schell, J. (2008). The art of game design: a book of lenses. Elsevier/Morgan Kaufmann, Amsterdam ; Boston.
Wouters, P., Nimwegen, C., Oostendorp, H., and Spek, E. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105:249.
Wu, W.-H., Hsiao, H.-C., Wu, P.-L., Lin, C.-H., and Huang, S.-H. (2012). Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal of Computer Assisted Learning, 28(3):265–279.
Yu, Z. (2019). A Meta-Analysis of Use of Serious Games in Education over a Decade. International Journal of Computer Games Technology, 2019:1–8.
Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American educational research association, Vancouver, Canada, volume 1, page 25.
Chalki, P., Mikropoulos, T. A., and Tsiara, A. (2019). A Delphi Study on the Design of Digital Educational Games. In Antona, M. and Stephanidis, C., editors, Universal Access in Human-Computer Interaction. Theory, Methods and Tools, Lecture Notes in Computer Science, pages 433–444, Cham. Springer International Publishing.
De Troyer, O. (2017). Towards effective serious games. In 2017 9th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pages 284–289. ISSN: 2474-0489.
Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A., et al. (2020). The difference between emergency remote teaching and online learning. Educause review, 27(1):1–9.
Iten, G. H., Steinemann, S. T., and Opwis, K. (2018). Choosing to Help Monsters: A Mixed-Method Examination of Meaningful Choices in Narrative-Rich Games and Interactive Narratives. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems, pages 1–13. Association for Computing Machinery, New York, NY, USA.
Naul, E. and Liu, M. (2020). Why Story Matters: A Review of Narrative in Serious Games. Journal of Educational Computing Research, 58(3):687–707.
Plass, J. L., Homer, B. D., and Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4):258–283.
Reis, E. (2011). The lean startup. New York: Crown Business, 27.
Schell, J. (2008). The art of game design: a book of lenses. Elsevier/Morgan Kaufmann, Amsterdam ; Boston.
Wouters, P., Nimwegen, C., Oostendorp, H., and Spek, E. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105:249.
Wu, W.-H., Hsiao, H.-C., Wu, P.-L., Lin, C.-H., and Huang, S.-H. (2012). Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal of Computer Assisted Learning, 28(3):265–279.
Yu, Z. (2019). A Meta-Analysis of Use of Serious Games in Education over a Decade. International Journal of Computer Games Technology, 2019:1–8.
Publicado
22/11/2020
Como Citar
NATUCCI, Gabriel C.; PEREIRA, Bruno R.; PAMPANIN, João G.; BORGES, Marcos A. F..
Papiro Engine: uma plataforma de criação de jogos educacionais com foco em narrativa. In: CONCURSO APPS.EDU - PROTÓTIPO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 10. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 155-162.
DOI: https://doi.org/10.5753/wcbie.2021.217591.
