Um Estudo de Caso com Professores do Ensino Fundamental Acerca de Game Learning Analytics
Resumo
Apesar de Game Learning Analytics (GLA) poder ser utilizado para analisar a interação entre estudantes e jogos digitais educacionais, ainda são necessárias mais pesquisas quanto às percepções de stakeholders sobre a área. Portanto, o presente trabalho apresenta detalhes quanto ao desenvolvimento de um sistema de GLA, além de um estudo de caso realizado com a participação de 16 professores do Ensino Fundamental e 707 estudantes. Assim, com base nas 424 métricas extraídas, foram encontradas características dos jogos utilizados, que serão exploradas com maior profundidade no futuro. Também foi possível perceber que os professores estão dispostos a usar tais tecnologias em suas aulas, pois reconhecem alguns dos benefícios relacionados ao uso de GLA.
Referências
Alonso-Fernandez, C., Calvo, A., Freire, M., Martinez-Ortiz, I., and Fernandez-Manjon, B. (2017). Systematizing game learning analytics for serious games. In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1111–1118.
Alonso-Fernández, C. (2021). Improving serious games evaluation by applying learning analytics and data mining techniques. PhD thesis, Universidad Complutense de Madrid, Madrid.
Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2019). Applications of data science to game learning analytics data: A systematic literature review. Computers Education, 141:103612.
Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2022). Game learning analytics: Blending visual and data mining techniques to improve serious games and to better understand player learning. Journal of Learning Analytics, 9(3):32–49.
Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2021). Improving evidence-based assessment of players using serious games. Telematics and Informatics, 60:101583.
Ang, K. L.-M., Ge, F. L., and Seng, K. P. (2020). Big educational data analytics: Survey, architecture and challenges. IEEE Access, 8:116392–116414.
Brooke, J. (1995). SUS: A quick and dirty usability scale. Usability Eval. Ind., 189.
Calvo-Morata, A., Alonso-Fernández, C., J. Pérez-Colado, I., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2019). Improving teacher game learning analytics dashboards through ad-hoc development. JUCS - Journal of Universal Computer Science, 25(12):1507–1530.
Davis, F. and Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13:319–.
Davoudian, A. and Liu, M. (2020). Big data systems: A software engineering perspective. ACM Comput. Surv., 53(5).
Drachen, A., Mirza-Babaei, P., and Nacke, L. (2018). Games User Research. Oxford University Press, Inc., USA.
El-Nasr, M. S., Drachen, A., and Canossa, A. (2013). Game Analytics: Maximizing the Value of Player Data. Springer Publishing Company, Incorporated.
Freire, M., Serrano-Laguna, Á., Iglesias, B. M., Martínez-Ortiz, I., Moreno-Ger, P., and Fernández-Manjón, B. (2016). Game Learning Analytics: Learning Analytics for Serious Games, pages 1–29. Springer International Publishing, Cham.
Geremias, M., Dutra, T., Maschio, E., and Gasparini, I. (2024a). O uso de Game Learning Analytics em Jogos Digitais Educacionais: Um Mapeamento Sistemático da Literatura. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 737–749, Porto Alegre, RS, Brasil. SBC.
Geremias, M. S., Carvalho Da Silveira, E., Elibio, B. C., Nazario Alves, B., De Marco, L. R., Cerigueli Dutra, T., Maschio, E., and Gasparini, I. (2024b). Game Learning Analytics in educational digital games: Preliminary results of a systematic mapping of analysis techniques and visualization strategies. In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT), pages 50–52.
Honda, F., Macena, J., Duarte, J., Pires, F., Pessoa, M., and Oliveira, E. (2023). Um estudo de caso para a implementação de game learning analytics (gla) no desenvolvimento de jogos educacionais. In Anais do II Workshop de Aplicações Práticas de Learning Analytics em Instituições de Ensino no Brasil, pages 138–146, Porto Alegre, RS, Brasil. SBC.
Jerry J. Vaske, J. B. and Sponarski, C. C. (2017). Rethinking internal consistency in Cronbach’s Alpha. Leisure Sciences, 39(2):163–173.
Macena, J., Honda, F., Melo, D., Pires, F., Oliveira, E., Fernandes, D., and Pessoa, M. (2024). Desafios na implementação de técnicas de gla em um jogo educacional de algoritmos: um estudo de caso. In Anais do XXIII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 814–825, Porto Alegre, RS, Brasil. SBC.
Marikyan, D. and Papagiannidis, S. (2024). Technology Acceptance Model: A review.
Michael, D. R. and Chen, S. L. (2006). Serious Games: Games that Educate, Train and Inform. Thomson Course Technology.
Oliveira, A. T. d., Saddy, B. S., Mograbi, D. C., and Coelho, C. L. A. M. (2015). Jogos eletrônicos na perspectiva da avaliação interativa: ferramenta de aprendizagem com alunos com deficiência intelectual. Neuropsicologia Latinoamericana, 7:28 – 35.
Perez-Colado, I., Alonso-Fernandez, C., Freire, M., Martinez-Ortiz, I., and Fernandez-Manjon, B. (2018). Game learning analytics is not informagic! In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 1729–1737.
Prensky, M. (2001). Digital natives, digital immigrants. NCB University Press, 9(5).
Pérez-Colado, I. J., Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2019). Simva: Simplifying the scientific validation of serious games. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161-377X, pages 113–115.
Reardon, E., Kumar, V., and Revelle, G. (2022). Game learning analytics. In Lang, C., Siemens, G., Wise, A. F., Gašević, D., and Merceron, A., editors, The Handbook of Learning Analytics, pages 152–162. SoLAR, 2 edition. Section: 15.
Rogers, Y., Sharp, H., and Preece, J. (2023). Interaction Design: Beyond Human-Computer Interaction. John Wiley Sons, IN, USA.
Schunk, D. (2012). Learning Theories: An Educational Perspective. Pearson.
Shah, P., Hiremath, D., and Chaudhary, S. (2016). Big data analytics architecture for agro advisory system. In 2016 IEEE 23rd International Conference on High Performance Computing Workshops (HiPCW), pages 43–49.
Siemens, G. and Long, P. (2011). 1st international conference on learning analytics and knowledge 2011. [link] [link]. Acessado em 12/08/2024.
Silva, D., Pires, F., Melo, R., and Pessoa, M. (2022). Glboard: um sistema para auxiliar na captura e análise de dados em jogos educacionais. In Anais Estendidos do XXI Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 959–968, Porto Alegre, RS, Brasil. SBC.
Tavakol, M. and Dennick, R. (2011). Making sense of Cronbach’s Alpha. Int J Med Educ, 2:53–55.
Tlili, A. and Chang, M. (2019). Data Analytics Approaches in Educational Games and Gamification Systems: Summary, Challenges, and Future Insights, pages 249–255. Springer Singapore, Singapore.
Tullis, T. and Albert, B. (2013). Chapter 6 - self-reported metrics. In Tullis, T. and Albert, B., editors, Measuring the User Experience (Second Edition), Interactive Technologies, pages 121–161. Morgan Kaufmann, Boston, second edition edition.
Vijayakumar, G. and Bharathi, R. (2023). Streaming big data with open-source: A comparative study and architectural recommendations. In 2023 International Conference on Sustainable Computing and Data Communication Systems (ICSCDS), pages 1420–1425.
Zahid, H., Mahmood, T., Morshed, A., and Sellis, T. (2020). Big data analytics in telecommunications: literature review and architecture recommendations. IEEE/CAA Journal of Automatica Sinica, 7(1):18–38.
Zheng, Q., He, H., Ma, T., Xue, N., Li, B., and Dong, B. (2014). Big log analysis for e-learning ecosystem. In 2014 IEEE 11th International Conference on e-Business Engineering, pages 258–263.
Ángel Serrano-Laguna, Martínez-Ortiz, I., Haag, J., Regan, D., Johnson, A., and Fernández-Manjón, B. (2017). Applying standards to systematize learning analytics in serious games. Computer Standards Interfaces, 50:116–123.
Alonso-Fernández, C. (2021). Improving serious games evaluation by applying learning analytics and data mining techniques. PhD thesis, Universidad Complutense de Madrid, Madrid.
Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2019). Applications of data science to game learning analytics data: A systematic literature review. Computers Education, 141:103612.
Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2022). Game learning analytics: Blending visual and data mining techniques to improve serious games and to better understand player learning. Journal of Learning Analytics, 9(3):32–49.
Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2021). Improving evidence-based assessment of players using serious games. Telematics and Informatics, 60:101583.
Ang, K. L.-M., Ge, F. L., and Seng, K. P. (2020). Big educational data analytics: Survey, architecture and challenges. IEEE Access, 8:116392–116414.
Brooke, J. (1995). SUS: A quick and dirty usability scale. Usability Eval. Ind., 189.
Calvo-Morata, A., Alonso-Fernández, C., J. Pérez-Colado, I., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2019). Improving teacher game learning analytics dashboards through ad-hoc development. JUCS - Journal of Universal Computer Science, 25(12):1507–1530.
Davis, F. and Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13:319–.
Davoudian, A. and Liu, M. (2020). Big data systems: A software engineering perspective. ACM Comput. Surv., 53(5).
Drachen, A., Mirza-Babaei, P., and Nacke, L. (2018). Games User Research. Oxford University Press, Inc., USA.
El-Nasr, M. S., Drachen, A., and Canossa, A. (2013). Game Analytics: Maximizing the Value of Player Data. Springer Publishing Company, Incorporated.
Freire, M., Serrano-Laguna, Á., Iglesias, B. M., Martínez-Ortiz, I., Moreno-Ger, P., and Fernández-Manjón, B. (2016). Game Learning Analytics: Learning Analytics for Serious Games, pages 1–29. Springer International Publishing, Cham.
Geremias, M., Dutra, T., Maschio, E., and Gasparini, I. (2024a). O uso de Game Learning Analytics em Jogos Digitais Educacionais: Um Mapeamento Sistemático da Literatura. In Anais do XXXV Simpósio Brasileiro de Informática na Educação, pages 737–749, Porto Alegre, RS, Brasil. SBC.
Geremias, M. S., Carvalho Da Silveira, E., Elibio, B. C., Nazario Alves, B., De Marco, L. R., Cerigueli Dutra, T., Maschio, E., and Gasparini, I. (2024b). Game Learning Analytics in educational digital games: Preliminary results of a systematic mapping of analysis techniques and visualization strategies. In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT), pages 50–52.
Honda, F., Macena, J., Duarte, J., Pires, F., Pessoa, M., and Oliveira, E. (2023). Um estudo de caso para a implementação de game learning analytics (gla) no desenvolvimento de jogos educacionais. In Anais do II Workshop de Aplicações Práticas de Learning Analytics em Instituições de Ensino no Brasil, pages 138–146, Porto Alegre, RS, Brasil. SBC.
Jerry J. Vaske, J. B. and Sponarski, C. C. (2017). Rethinking internal consistency in Cronbach’s Alpha. Leisure Sciences, 39(2):163–173.
Macena, J., Honda, F., Melo, D., Pires, F., Oliveira, E., Fernandes, D., and Pessoa, M. (2024). Desafios na implementação de técnicas de gla em um jogo educacional de algoritmos: um estudo de caso. In Anais do XXIII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 814–825, Porto Alegre, RS, Brasil. SBC.
Marikyan, D. and Papagiannidis, S. (2024). Technology Acceptance Model: A review.
Michael, D. R. and Chen, S. L. (2006). Serious Games: Games that Educate, Train and Inform. Thomson Course Technology.
Oliveira, A. T. d., Saddy, B. S., Mograbi, D. C., and Coelho, C. L. A. M. (2015). Jogos eletrônicos na perspectiva da avaliação interativa: ferramenta de aprendizagem com alunos com deficiência intelectual. Neuropsicologia Latinoamericana, 7:28 – 35.
Perez-Colado, I., Alonso-Fernandez, C., Freire, M., Martinez-Ortiz, I., and Fernandez-Manjon, B. (2018). Game learning analytics is not informagic! In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 1729–1737.
Prensky, M. (2001). Digital natives, digital immigrants. NCB University Press, 9(5).
Pérez-Colado, I. J., Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., and Fernández-Manjón, B. (2019). Simva: Simplifying the scientific validation of serious games. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161-377X, pages 113–115.
Reardon, E., Kumar, V., and Revelle, G. (2022). Game learning analytics. In Lang, C., Siemens, G., Wise, A. F., Gašević, D., and Merceron, A., editors, The Handbook of Learning Analytics, pages 152–162. SoLAR, 2 edition. Section: 15.
Rogers, Y., Sharp, H., and Preece, J. (2023). Interaction Design: Beyond Human-Computer Interaction. John Wiley Sons, IN, USA.
Schunk, D. (2012). Learning Theories: An Educational Perspective. Pearson.
Shah, P., Hiremath, D., and Chaudhary, S. (2016). Big data analytics architecture for agro advisory system. In 2016 IEEE 23rd International Conference on High Performance Computing Workshops (HiPCW), pages 43–49.
Siemens, G. and Long, P. (2011). 1st international conference on learning analytics and knowledge 2011. [link] [link]. Acessado em 12/08/2024.
Silva, D., Pires, F., Melo, R., and Pessoa, M. (2022). Glboard: um sistema para auxiliar na captura e análise de dados em jogos educacionais. In Anais Estendidos do XXI Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 959–968, Porto Alegre, RS, Brasil. SBC.
Tavakol, M. and Dennick, R. (2011). Making sense of Cronbach’s Alpha. Int J Med Educ, 2:53–55.
Tlili, A. and Chang, M. (2019). Data Analytics Approaches in Educational Games and Gamification Systems: Summary, Challenges, and Future Insights, pages 249–255. Springer Singapore, Singapore.
Tullis, T. and Albert, B. (2013). Chapter 6 - self-reported metrics. In Tullis, T. and Albert, B., editors, Measuring the User Experience (Second Edition), Interactive Technologies, pages 121–161. Morgan Kaufmann, Boston, second edition edition.
Vijayakumar, G. and Bharathi, R. (2023). Streaming big data with open-source: A comparative study and architectural recommendations. In 2023 International Conference on Sustainable Computing and Data Communication Systems (ICSCDS), pages 1420–1425.
Zahid, H., Mahmood, T., Morshed, A., and Sellis, T. (2020). Big data analytics in telecommunications: literature review and architecture recommendations. IEEE/CAA Journal of Automatica Sinica, 7(1):18–38.
Zheng, Q., He, H., Ma, T., Xue, N., Li, B., and Dong, B. (2014). Big log analysis for e-learning ecosystem. In 2014 IEEE 11th International Conference on e-Business Engineering, pages 258–263.
Ángel Serrano-Laguna, Martínez-Ortiz, I., Haag, J., Regan, D., Johnson, A., and Fernández-Manjón, B. (2017). Applying standards to systematize learning analytics in serious games. Computer Standards Interfaces, 50:116–123.
Publicado
24/11/2025
Como Citar
GEREMIAS, Matheus Soppa; GASPARINI, Isabela; MASCHIO, Eleandro.
Um Estudo de Caso com Professores do Ensino Fundamental Acerca de Game Learning Analytics. In: CONCURSO ALEXANDRE DIRENE (CTD-IE) - DISSERTAÇÕES DE MESTRADO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 14. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 102-116.
DOI: https://doi.org/10.5753/cbie_estendido.2025.14058.
