Training teachers to design virtual reality games using participatory design: an experience report
Abstract
Introduction: The use of serious educational games in schools has been shown to be very relevant due to their high interactivity and the combination of entertainment with education, which has led to more interest and participation among students. However, their application has challenges and barriers, such as difficulties in use and teachers’ lack of knowledge about these resources. Objective: Report a qualification course developed to teach primary school teachers how to use Computational Thinking to create educational games in Virtual Reality. Methodology: (1) bibliographic survey of similar works; (2) workshop development; (3) workshop application and evaluation. 5 research questions were also defined to help guide the evaluation. Results: The course structure was effective, but some adjustments to the content could make it easier to understand and some changes to the course’s format could lead to more engagement and people participating. Additionally, participants successfully completed the course and were able to design educational games related to their teaching areas.
Keywords:
Virtual Reality, Serious Games, Teacher Training, Participatory Design, Computational Thinking
References
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Danielsson, K. e Wiberg, C. (2006). Participatory design of learning media: Designing educational computer games with and for teenagers. Interactive Technology and Smart Education, 3(4):275–291.
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Ismail, R. e Ibrahim, R. (2017). Pdedugame: Towards participatory design process for educational game design in primary school. In 2017 International Conference on Research and Innovation in Information Systems (ICRIIS), pages 1–6. IEEE.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Khaled, R. e Vasalou, A. (2014). Bridging serious games and participatory design. International Journal of Child-Computer Interaction, 2(2):93–100.
Klonari, A. e Gousiou, A. (2014). Encouraging teachers’ reflection using a card game: The game of consequences. In Proceedings of 8th European Conference on Games Based Learning (ECGBL 2014), pages 279–285.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., e Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4):386–407.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., e Duschl, R. A. (2020). Computational Thinking Is More about Thinking than Computing. Journal for STEM Educ Res, 3(1):1–18.
Lukosch, H., Van Ruijven, T., e Verbraeck, A. (2012). The participatory design of a simulation training game. In Proceedings of the 2012 Winter Simulation Conference (WSC), pages 1–11. IEEE.
Maciel, I. M. S. (2023). Política governamental de inovação e o setor de realidades estendidas (xr). Revista GEMInIS, 14(1):46–70.
Magen-Nagar, N., Shachar, H., e Argaman, O. (2019). Changing the learning environment: teachers and students’ collaboration in creating digital games. Journal of Information Technology Education. Innovations in Practice, 18:61.
Magnussen, R., Misfeldt, M., e Buch, T. (2003). Participatory design and opposing interests in development of educational computer games. In Proceedings of DiGRA 2003 Conference: Level Up.
MEC (2018). Base nacional comum curricular. Disponível em: [link]. Acessado em 01/05/2025.
Milgram, P. e Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12):1321–1329.
Molin, G. (2017). The role of the teacher in game-based learning: A review and outlook. Serious Games and Edutainment Applications: Volume II, pages 649–674.
Moratori, P. B. (2003). Por que utilizar jogos educativos no processo de ensino aprendizagem. UFRJ. Rio de Janeiro, 4.
Muller, M. J., Haslwanter, J. H., e Dayton, T. (1997). Participatory practices in the software lifecycle. In Handbook of human-computer interaction, pages 255–297. Elsevier.
Oda, M., Noborimoto, Y., e Horita, T. (2021). International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula. International Journal of Computer Science Education in Schools, 4(4):24–58. Number: 4.
Papadakis, S. e Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3):231–246.
Rabello, C. R. L. e Tavares, K. d. A. (2016). Tecnologias digitais no ensino superior: das possibilidades e tendências à superação de barreiras e desafios. Design para uma educação inclusiva. São Paulo: Blucher, pages 25–36.
Romero, M. e Barma, S. (2015). Teaching pre-service teachers to integrate serious games in the primary education curriculum. International Journal of Serious Games, 2(1).
Sant’Anna, A. e Nascimento, P. R. (2011). A história do lúdico na educação. REVEMAT: Revista Eletrônica de matemática, 6(2):19–36.
Schuler, D. e Namioka, A. (1993). Participatory design: Principles and practices. CRC Press.
Speicher, M., Hall, B. D., e Nebeling, M. (2019). What is mixed reality? In Proceedings of the 2019 CHI conference on human factors in computing systems, pages 1–15.
Tuhkala, A. (2021). A systematic literature review of participatory design studies involving teachers. European Journal of Education, 56(4):641–659.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zheng, J., Chan, K., e Gibson, I. (2002). Virtual reality. Ieee Potentials, 17(2):20–23.
Alves, L. (2009). Um olhar pedagógico das interfaces do moodle. Disponível em: [link]. Acessado em 01/05/2025.
Angeli, C. e Jaipal-Jamani, K. (2018). Preparing pre-service teachers to promote computational thinking in school classrooms. Computational Thinking in the STEM Disciplines: Foundations and Research Highlights, pages 127–150.
Balasubramanian, N. e Wilson, B. G. (2006). Games and simulations. In Society for information technology and teacher education international conference, volume 1, pages 1–23.
Berg Marklund, B. (2013). Games in formal educational settings: Obstacles for the development and use of learning games. PhD thesis, University of Skövde.
Bonacin, R. (2004). Um modelo de desenvolvimento de sistemas para suporte a cooperação fundamentado em design participativo e semiotica organizacional. PhD thesis, University of Campinas, Brazil.
Brackmann, C. P. (2017). Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. PhD thesis, Centro Interdisciplinar de Novas Tecnologias na Educação (CINTED) da Universidade Federal do Rio Grande do Sul (UFRGS).
Braga, M. (2001). Realidade virtual e educação. Revista de biologia e ciências da terra, 1(1):0.
Caetano, L. M. D. (2015). Tecnologia e educação: quais os desafios? Educação UFSM, 40(2):295–309.
Canônica, R., PEIXE, R. I. P., Santos, A. S., Kohls, C., et al. (2014). Relações entre o design participativo e princípios pedagógicos freireanos. 11º P&D Design, Gramado RS.
Cardoso, R. G., Pereira, S. T., Cruz, J. H., e Almeida, W. R. (2014). Uso da realidade aumentada em auxílio à educação. Anais do Computer on the Beach, pages 330–339.
Carmigniani, J. e Furht, B. (2011). Augmented reality: an overview. Handbook of augmented reality, pages 3–46.
Carrión, M., Santórum, M., Pérez, M., e Aguilar, J. (2017). A participatory methodology for the design of serious games in the educational environment. In 2017 Congreso Internacional de Innovacion y Tendencias en Ingenieria (CONIITI), pages 1–6. IEEE.
Coura, L., Delabrida, S., Fortes, R., Ilídio, R., de Oliveira, S., e Castro, J. (2023). Qualificação de professores do ensino básico com jogos: Um mapeamento sistemático. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 825–837. SBC.
Danielsson, K. e Wiberg, C. (2006). Participatory design of learning media: Designing educational computer games with and for teenagers. Interactive Technology and Smart Education, 3(4):275–291.
de Azevedo Pedrosa, S. M. P. e Zappala-Guimarães, M. A. (2019). Realidade virtual e realidade aumentada: refletindo sobre usos e benefícios na educação. Revista Educação e Cultura Contemporânea, 16(43):123–146.
de Souza, J. G. R. e Prates, R. O. (2023). Desafios para a construção de jogos digitais por professores do ensino fundamental-relato de uma oficina. In Anais do XXXI Workshop sobre Educação em Computação, pages 167–177. SBC.
Dlab, M. H., Hoic-Bozic, N., Mezak, J., e Zunic, M. (2020). Supporting croatian primary school teachers in designing game based learning activities: A case study. In ECGBL 2020 14th European Conference on Game-Based Learning, page 125. Academic Conferences limited.
Dodero, G. e Melonio, A. (2016). Guidelines for participatory design of digital games in primary school. In Methodologies and Intelligent Systems for Technology Enhanced Learning: 6th International Conference, pages 41–49. Springer.
Dougiamas, M. (2004). Moodle: A virtual learning environment for the rest of us. TESL-EJ, 8(2):1–8.
França, R. e Tedesco, P. (2015). Desafios e oportunidades ao ensino do pensamento computacional na educação básica no brasil. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 4, page 1464.
Hoda, R., Henderson, A., Lee, S., Beh, B., e Greenwood, J. (2014). Aligning technological and pedagogical considerations: Harnessing touch-technology to enhance opportunities for collaborative gameplay and reciprocal teaching in nz early education. International Journal of Child-Computer Interaction, 2(1):48–59.
Ismail, R. e Ibrahim, R. (2017). Pdedugame: Towards participatory design process for educational game design in primary school. In 2017 International Conference on Research and Innovation in Information Systems (ICRIIS), pages 1–6. IEEE.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
Khaled, R. e Vasalou, A. (2014). Bridging serious games and participatory design. International Journal of Child-Computer Interaction, 2(2):93–100.
Klonari, A. e Gousiou, A. (2014). Encouraging teachers’ reflection using a card game: The game of consequences. In Proceedings of 8th European Conference on Games Based Learning (ECGBL 2014), pages 279–285.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., e Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4):386–407.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., e Duschl, R. A. (2020). Computational Thinking Is More about Thinking than Computing. Journal for STEM Educ Res, 3(1):1–18.
Lukosch, H., Van Ruijven, T., e Verbraeck, A. (2012). The participatory design of a simulation training game. In Proceedings of the 2012 Winter Simulation Conference (WSC), pages 1–11. IEEE.
Maciel, I. M. S. (2023). Política governamental de inovação e o setor de realidades estendidas (xr). Revista GEMInIS, 14(1):46–70.
Magen-Nagar, N., Shachar, H., e Argaman, O. (2019). Changing the learning environment: teachers and students’ collaboration in creating digital games. Journal of Information Technology Education. Innovations in Practice, 18:61.
Magnussen, R., Misfeldt, M., e Buch, T. (2003). Participatory design and opposing interests in development of educational computer games. In Proceedings of DiGRA 2003 Conference: Level Up.
MEC (2018). Base nacional comum curricular. Disponível em: [link]. Acessado em 01/05/2025.
Milgram, P. e Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12):1321–1329.
Molin, G. (2017). The role of the teacher in game-based learning: A review and outlook. Serious Games and Edutainment Applications: Volume II, pages 649–674.
Moratori, P. B. (2003). Por que utilizar jogos educativos no processo de ensino aprendizagem. UFRJ. Rio de Janeiro, 4.
Muller, M. J., Haslwanter, J. H., e Dayton, T. (1997). Participatory practices in the software lifecycle. In Handbook of human-computer interaction, pages 255–297. Elsevier.
Oda, M., Noborimoto, Y., e Horita, T. (2021). International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula. International Journal of Computer Science Education in Schools, 4(4):24–58. Number: 4.
Papadakis, S. e Kalogiannakis, M. (2019). Evaluating a course for teaching introductory programming with scratch to pre-service kindergarten teachers. International Journal of Technology Enhanced Learning, 11(3):231–246.
Rabello, C. R. L. e Tavares, K. d. A. (2016). Tecnologias digitais no ensino superior: das possibilidades e tendências à superação de barreiras e desafios. Design para uma educação inclusiva. São Paulo: Blucher, pages 25–36.
Romero, M. e Barma, S. (2015). Teaching pre-service teachers to integrate serious games in the primary education curriculum. International Journal of Serious Games, 2(1).
Sant’Anna, A. e Nascimento, P. R. (2011). A história do lúdico na educação. REVEMAT: Revista Eletrônica de matemática, 6(2):19–36.
Schuler, D. e Namioka, A. (1993). Participatory design: Principles and practices. CRC Press.
Speicher, M., Hall, B. D., e Nebeling, M. (2019). What is mixed reality? In Proceedings of the 2019 CHI conference on human factors in computing systems, pages 1–15.
Tuhkala, A. (2021). A systematic literature review of participatory design studies involving teachers. European Journal of Education, 56(4):641–659.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zheng, J., Chan, K., e Gibson, I. (2002). Virtual reality. Ieee Potentials, 17(2):20–23.
Published
2025-09-08
How to Cite
COURA, Laura; GONZAGA, Júlia; G. CAMPOS BIANCHI, Andrea; I. SILVA, Rone; C. GERTRUDES, Jadson; FORTES, Reinaldo; DELABRIDA, Saul.
Training teachers to design virtual reality games using participatory design: an experience report. In: BRAZILIAN SYMPOSIUM ON HUMAN FACTORS IN COMPUTATIONAL SYSTEMS (IHC), 24. , 2025, Belo Horizonte/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 106-129.
DOI: https://doi.org/10.5753/ihc.2025.10826.
