Construindo Jogos Educacionais Através de Linha de Produto
Resumo
Numerosos estudos demonstram que os jogos possuem a capacidade de atrair a atenção dos alunos e são, portanto, utilizados para ensinar diversas disciplinas, sendo uma delas à Engenharia de Software (ES). O desenvolvimento de jogos é uma tarefa demorada que envolve vários colaboradores e estágios. Como resultado, um grande número de jogos educacionais são desenvolvidos a partir de jogos pré-existentes, o que é semelhante à abordagem oportunista de Reutilização de Software (RS). Além disso, existem diferentes tipos / versões de jogos, que em grande parte das vezes podem apresentar características semelhantes. A Linha de Produtos de Software (LPS) é uma área de pesquisa dentro da RS, que envolve uma metodologia projetada para consolidar sistemas que compartilham um conjunto comum de recursos para desenvolver softwares semelhantes. Portanto, o objetivo desta pesquisa é desenvolver uma LPS de jogos educacionais para agilizar o processo de desenvolvimento e expansão de jogos com foco em ES, disponibilizando a mesma para os docentes para que eles consigam gerar seus próprios jogos em um curto período de tempo e com mínimo esforço, podendo ainda expandir e reaproveitar jogos previamente criados por meio da LPS.Referências
Abbott, D. (2019). Modding tabletop games for education. In Games and Learning Alliance: 7th International Conference, GALA 2018, Palermo, Italy, December 5–7, 2018, Proceedings 7, pages 318–329. Springer.
Batista, K., Costa, L. E. O., Oliveira, S. d., Bastos, L., Marins, P., Lima, L., Spiegel, C., Butcher, I., Vitiello, P., Palheiros, R., Quast, K., Jr., O. d. P., Xexéo, G., e Neri, F. (2022). Jogos de Tabuleiro na Educação. DEVIR, Brasil.
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., e Berta, R. (2013). Assessment in and of serious games: An overview. Advances in human-computer interaction, 2013:1–1.
Bilińska-Reformat, K., Dewalska-Opitek, A., e Hofman-Kohlmeyer, M. (2020). To mod or not to mod—an empirical study on game modding as customer value co-creation. Sustainability, 12(21):9014.
Børte, K., Nesje, K., e Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3):597–615.
Castro, D. e Werner, C. (2020). Reusing and deriving games for teaching software reuse. International Journal on Advances in Software, pages 207–216.
Castro, D. e Werner, C. (2021a). Rebuilding games at runtime. In 2021 36th IEEE/ACM International Conference on Automated Software Engineering Workshops (ASEW), pages 73–77. IEEE.
Castro, D. e Werner, C. M. L. (2021b). A structured review of game coding through modeling. Anais Estendidos do XX Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 309–313.
Castro, D. e Werner, C. M. L. (2023a). Exploring product line concepts in game building. 2023 IARIA Annual Congress on Frontiers in Science, Technology, Services, and Applications, pages 150–152.
Castro, D. e Werner, C. M. L. (2023b). A multivocal review on derivation games. 2023 IARIA Annual Congress on Frontiers in Science, Technology, Services, and Applications, pages 144–149.
Diesel, A., Santos Baldez, A. L., e Neumann Martins, S. (2017). Os princípios das metodologias ativas de ensino: uma abordagem teórica. Revista Thema, 14(1):268–288.
González García, C., Núñez-Valdez, E. R., Moreno-Ger, P., González Crespo, R., Pelayo G-Bustelo, B. C., e Cueva Lovelle, J. M. (2019). Agile development of multiplatform educational video games using a domain-specific language. Universal Access in the Information Society, 18(3):599–614.
Hofman-Kohlmeyer, M. M. (2019). Players as content creators. the benefits of game modding according to polish users. International Scientific Journal News, 2:8–26.
Kang, K. C. (2009). Foda: Twenty years of perspective on feature models. the keynote of SPLC.
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., e Linkman, S. (2009). Systematic literature reviews in software engineering–a systematic literature review. Information and software technology, 51(1):7–15.
Kosa, M., Yilmaz, M., O’Connor, R., e Clarke, P. (2016). Software engineering education and games: a systematic literature review. Journal of Universal Computer Science, 22(12):1558–1574.
Krueger, C. W. (1992). Software reuse. ACM Computing Surveys (CSUR), 24(2):131–183.
Lee, D., Lin, D., Bezemer, C.-P., e Hassan, A. E. (2020). Building the perfect game–an empirical study of game modifications. Empirical Software Engineering, pages 1–34.
Munna, A. S. e Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1):1–4.
Ncube, C., Oberndorf, P., e Kark, A. W. (2008). Opportunistic software systems development: making systems from what’s available. IEEE Software, 25(6):38–41.
Peffers, K., Tuunanen, T., Rothenberger, M., e Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24:45–77.
Petri, G., von Wangenheim, C. G., e Borgatto, A. F. (2016). Meega+: an evolution of a model for the evaluation of educational games. INCoD/GQS, 3:1–40.
Steinkuehler, C. e Squire, K. (2024). Gaming in educational contexts. In Handbook of educational psychology, pages 674–695. Routledge.
Batista, K., Costa, L. E. O., Oliveira, S. d., Bastos, L., Marins, P., Lima, L., Spiegel, C., Butcher, I., Vitiello, P., Palheiros, R., Quast, K., Jr., O. d. P., Xexéo, G., e Neri, F. (2022). Jogos de Tabuleiro na Educação. DEVIR, Brasil.
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., e Berta, R. (2013). Assessment in and of serious games: An overview. Advances in human-computer interaction, 2013:1–1.
Bilińska-Reformat, K., Dewalska-Opitek, A., e Hofman-Kohlmeyer, M. (2020). To mod or not to mod—an empirical study on game modding as customer value co-creation. Sustainability, 12(21):9014.
Børte, K., Nesje, K., e Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3):597–615.
Castro, D. e Werner, C. (2020). Reusing and deriving games for teaching software reuse. International Journal on Advances in Software, pages 207–216.
Castro, D. e Werner, C. (2021a). Rebuilding games at runtime. In 2021 36th IEEE/ACM International Conference on Automated Software Engineering Workshops (ASEW), pages 73–77. IEEE.
Castro, D. e Werner, C. M. L. (2021b). A structured review of game coding through modeling. Anais Estendidos do XX Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 309–313.
Castro, D. e Werner, C. M. L. (2023a). Exploring product line concepts in game building. 2023 IARIA Annual Congress on Frontiers in Science, Technology, Services, and Applications, pages 150–152.
Castro, D. e Werner, C. M. L. (2023b). A multivocal review on derivation games. 2023 IARIA Annual Congress on Frontiers in Science, Technology, Services, and Applications, pages 144–149.
Diesel, A., Santos Baldez, A. L., e Neumann Martins, S. (2017). Os princípios das metodologias ativas de ensino: uma abordagem teórica. Revista Thema, 14(1):268–288.
González García, C., Núñez-Valdez, E. R., Moreno-Ger, P., González Crespo, R., Pelayo G-Bustelo, B. C., e Cueva Lovelle, J. M. (2019). Agile development of multiplatform educational video games using a domain-specific language. Universal Access in the Information Society, 18(3):599–614.
Hofman-Kohlmeyer, M. M. (2019). Players as content creators. the benefits of game modding according to polish users. International Scientific Journal News, 2:8–26.
Kang, K. C. (2009). Foda: Twenty years of perspective on feature models. the keynote of SPLC.
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., e Linkman, S. (2009). Systematic literature reviews in software engineering–a systematic literature review. Information and software technology, 51(1):7–15.
Kosa, M., Yilmaz, M., O’Connor, R., e Clarke, P. (2016). Software engineering education and games: a systematic literature review. Journal of Universal Computer Science, 22(12):1558–1574.
Krueger, C. W. (1992). Software reuse. ACM Computing Surveys (CSUR), 24(2):131–183.
Lee, D., Lin, D., Bezemer, C.-P., e Hassan, A. E. (2020). Building the perfect game–an empirical study of game modifications. Empirical Software Engineering, pages 1–34.
Munna, A. S. e Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1):1–4.
Ncube, C., Oberndorf, P., e Kark, A. W. (2008). Opportunistic software systems development: making systems from what’s available. IEEE Software, 25(6):38–41.
Peffers, K., Tuunanen, T., Rothenberger, M., e Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24:45–77.
Petri, G., von Wangenheim, C. G., e Borgatto, A. F. (2016). Meega+: an evolution of a model for the evaluation of educational games. INCoD/GQS, 3:1–40.
Steinkuehler, C. e Squire, K. (2024). Gaming in educational contexts. In Handbook of educational psychology, pages 674–695. Routledge.
Publicado
06/05/2024
Como Citar
CASTRO, Diego.
Construindo Jogos Educacionais Através de Linha de Produto. In: CONGRESSO IBERO-AMERICANO EM ENGENHARIA DE SOFTWARE (CIBSE), 27. , 2024, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
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p. 327-334.
