Extended Abstract of EMPADARIA: framework for creating interactive fictions through Project Pedagogy

• Walter Rubens Bolitto Carvalho Federal University of ABC (UFABC) http://orcid.org/0000-0002-5220-297X
• Carla Lopes Rodriguez Federal University of ABC (UFABC) https://orcid.org/0000-0002-1522-3130
• Rafaela Vilela da Rocha Federal University of ABC (UFABC) https://orcid.org/0000-0003-4573-3016

DOI: https://doi.org/10.5753/educomp_estendido.2024.238964

Abstract

This article presents an extended abstract of the results obtained in the dissertation presented in the Computer Science Postgraduate Program on 12/22/2023. The work was developed by the first author over a period of 34 months, under the guidance of the last authors. In this article, the development, application, and evaluation of a framework named EMPADARIA are presented, based on Project Pedagogy for creating interactive narrative games that also favor the inclusion of students with visual impairments. The framework presents various subproducts aimed at ensuring the teacher's autonomy, adapting the teacher's practice to the school context, as well as facilitating the development of narrative games. The framework was applied in two regular classrooms with the assistance of teachers and the presence of students with and without visual impairments. The results indicated the potential for inclusion of the framework, as well as the engagement and appropriation of various knowledge (curricular, computational, social, and scientific) by the students.

Keywords: Games in Education, Interactive Fictions, Project-Based Learning, Assistive Technologies

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