Explorando o Uso do ChatGPT na Identificação de Requisitos Sociotécnicos para o Redesign de um Jogo
Resumo
A evolução dos chatbots alimentados por IA impacta a forma como jogos são projetados e desenvolvidos. No contexto desafiador de ampliar o acesso de um jogo para uma audiência ampla, este artigo investiga como o ChatGPT pode auxiliar designers de jogos a identificar requisitos sociotécnicos para informar o redesign de jogos adaptáveis inclusivos. Foram realizados dois estudos exploratórios para o redesign de um jogo da memória: um estudo com quatro pesquisadores de IHC e um utilizando o ChatGPT. A partir da análise desses estudos, apontamos requisitos sociotécnicos para um jogo da memória inclusivo e estruturamos uma proposta de prompts para apoiar designers a obterem resultados mais significativos no uso do ChatGPT.
Palavras-chave:
Jogos Digitais, Requisitos Sociotécnicos, Adaptação, Engenharia de Prompt, ChatGPT
Referências
Anjum, A., Li, Y., Law, N., Charity, M., e Togelius, J. (2024). The ink splotch effect: A case study on chatgpt as a co-creative game designer.
Baranauskas, M. C. C., Pereira, R., e Bonacin, R. (2024). Socially aware systems design: a perspective towards technology-society coupling. AIS Transactions on Human-Computer Interaction, 16(1):80–109.
Carvalho, C., Teran, L., Mota, M., e Pereira, R. (2024). Technologies to support adaptable game design - a systematic mapping study. Journal of the Brazilian Computer Society, 30(1):69–101.
Clarke, V. e Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3):297–298.
Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., e Vanderheiden, G. (1997). The principles of universal design. [link]. [Accessed 19-June-2023].
da Silva Cardoso, J., Schmidt, E., e Pereira, R. (2018). E-mundi: Uma ferramenta conceitual para apoiar a análise e o design de jogos. In Anais do 27º Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 142–151.
de Carvalho, C. P., de Magalhães Escudeiro, G., Pinheiro, K. V., e Mota, M. P. (2019). Cuca fresca: Estudo de caso de um jogo da memória sério adaptável. In Proceedings of SBGames 2019. SBC.
Dempere, J., Modugu, K., Hesham, A., e Ramasamy, L. K. (2023). The impact of chatgpt on higher education. Frontiers in Education, 8.
Ferrari, B., da Silva Junior, D. P., Oliveira, C. M., Ortiz, J. S., e Pereira, R. (2020). Socially aware design of games: an early workshop for game designers. Journal on Interactive Systems, 11(1):92–109.
Haddad, F. B. B., Dias, L. M. N., Corrêa, C. G., e Peres, L. M. (2022). Building a digital educational game supported by socially aware design. In 2022 IEEE Frontiers in Education Conference (FIE), pages 1–9. IEEE.
Haddad, F. B. B., Dias, L. M. N., Corrêa, C. G., e Peres, L. M. (2023). Discovery of socio-technical requirements for the design of a digital educational game. In Proceedings of the XIX Brazilian Symposium on Information Systems, pages 174–180.
Haegele, J. A. e Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and social models. Quest, 68(2):193–206.
Kalla, D., Smith, N., Kuraku, D. S., e Samaah, F. (2023). Study and Analysis of Chat GPT and its Impact on Different Fields of Study. International Journal of Innovative Science and Research Technology, 8(3).
Lankes, M. e Stockl, A. (2023). Ai-powered game design: Experts employing chatgpt in the game design process. The Eurasia Proceedings of Science Technology Engineering and Mathematics, 24:1–9.
Lanzi, P. L. e Loiacono, D. (2023). Chatgpt and other large language models as evolutionary engines for online interactive collaborative game design. In Proceedings of the Genetic and Evolutionary Computation Conference, pages 1383–1390.
Li, J., Dada, A., Puladi, B., Kleesiek, J., e Egger, J. (2024). Chatgpt in healthcare: A taxonomy and systematic review. Computer Methods and Programs in Biomedicine, 245:108013.
Liao, S. (2023). A.i. may help design your favorite video game character. The New York Times.
Lund, B. D. e Wang, T. (2023). Chatting about chatgpt: How may ai and gpt impact academia and libraries? Library Hi Tech News.
Mafra, M. G. S., Nunes, K., Rocha, S., Junior, G. B., Silva, A., Viana, D., Silva, W., e Rivero, L. (2024). Proposing usability-ux technologies for the design and evaluation of text-based chatbots. Journal on Interactive Systems, 15(1):234–251.
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., e Gerardou, F. S. (2023). Challenges and opportunities of generative ai for higher education as explained by chatgpt. Education Sciences, 13(9).
Monteiro, M. d. S., Batista, G. O. d. S., e Salgado, L. C. d. C. (2023). Investigating usability pitfalls in brazilian and foreign governmental chatbots. Journal on Interactive Systems, 14(1):331–340.
Oppermann, R. (1994). Adaptively supported adaptability. Int. J. Hum.-Comput. Stud., 40(3):455–472.
Pereira, R. e Baranauskas, M. C. (2017). Systemic and Socially Aware Perspective for Information Systems, pages 148–160. Brazilian Computer Society (SBC).
Pereira, R. e Baranauskas, M. C. C. (2015). A value-oriented and culturally informed approach to the design of interactive systems. International Journal of Human-Computer Studies, 80:66–82.
Piccolo, L. S. e Pereira, R. (2019). Culture-based artefacts to inform ict design: foundations and practice. AI & SOCIETY, 34:437–453.
Pimentel, M., Carvalho, F., e ChatGPT-4, O. (2023). Chatgpt: potencialidades e riscos para a educação. SBC Horizontes.
Shakespeare, T. et al. (2006). The social model of disability. The disability studies reader, 2(3):197–204.
Silva Junior, D. P. d., Baranauskas, M. C. C., e Pereira, R. (2023). Conducting socially aware and value oriented investigations: a case study on the violence against children and adolescents. Journal on Interactive Systems, 14(1):72–91.
Stamper, R. (1993). A semiotic theory of information and information systems. In Randell, B., editor, Proceedings of the Joint ICL/University of Newcastle Seminar on the Teaching of Computer Science, Part IX: Information, pages 1–33, Australia. University of Newcastle. Joint ICL/University of Newcastle Seminar on the Teaching of Computer Science 1993 : Part IX: Information ; Conference date: 06-09-1993 Through 10-09-1993.
Värtinen, S., Hämäläinen, P., e Guckelsberger, C. (2024). Generating role-playing game quests with gpt language models. IEEE Transactions on Games, 16(1):127–139.
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q.-L., e Tang, Y. (2023). A brief overview of chatgpt: The history, status quo and potential future development. IEEE/CAA Journal of Automatica Sinica, 10(5):1122–1136.
Yang, D., Zhou, Y., Zhang, Z., Li, T., e LC, R. (2022). Ai as an active writer: Interaction strategies with generated text in human-ai collaborative fiction writing. In Smith-Renner, A. e Amir, O., editors, Joint Proceedings of the IUI 2022 Workshops, CEUR Workshop Proceedings, pages 56–65. CEUR-WS Team.
Baranauskas, M. C. C., Pereira, R., e Bonacin, R. (2024). Socially aware systems design: a perspective towards technology-society coupling. AIS Transactions on Human-Computer Interaction, 16(1):80–109.
Carvalho, C., Teran, L., Mota, M., e Pereira, R. (2024). Technologies to support adaptable game design - a systematic mapping study. Journal of the Brazilian Computer Society, 30(1):69–101.
Clarke, V. e Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3):297–298.
Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford, J., Steinfeld, E., Story, M., e Vanderheiden, G. (1997). The principles of universal design. [link]. [Accessed 19-June-2023].
da Silva Cardoso, J., Schmidt, E., e Pereira, R. (2018). E-mundi: Uma ferramenta conceitual para apoiar a análise e o design de jogos. In Anais do 27º Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 142–151.
de Carvalho, C. P., de Magalhães Escudeiro, G., Pinheiro, K. V., e Mota, M. P. (2019). Cuca fresca: Estudo de caso de um jogo da memória sério adaptável. In Proceedings of SBGames 2019. SBC.
Dempere, J., Modugu, K., Hesham, A., e Ramasamy, L. K. (2023). The impact of chatgpt on higher education. Frontiers in Education, 8.
Ferrari, B., da Silva Junior, D. P., Oliveira, C. M., Ortiz, J. S., e Pereira, R. (2020). Socially aware design of games: an early workshop for game designers. Journal on Interactive Systems, 11(1):92–109.
Haddad, F. B. B., Dias, L. M. N., Corrêa, C. G., e Peres, L. M. (2022). Building a digital educational game supported by socially aware design. In 2022 IEEE Frontiers in Education Conference (FIE), pages 1–9. IEEE.
Haddad, F. B. B., Dias, L. M. N., Corrêa, C. G., e Peres, L. M. (2023). Discovery of socio-technical requirements for the design of a digital educational game. In Proceedings of the XIX Brazilian Symposium on Information Systems, pages 174–180.
Haegele, J. A. e Hodge, S. (2016). Disability discourse: Overview and critiques of the medical and social models. Quest, 68(2):193–206.
Kalla, D., Smith, N., Kuraku, D. S., e Samaah, F. (2023). Study and Analysis of Chat GPT and its Impact on Different Fields of Study. International Journal of Innovative Science and Research Technology, 8(3).
Lankes, M. e Stockl, A. (2023). Ai-powered game design: Experts employing chatgpt in the game design process. The Eurasia Proceedings of Science Technology Engineering and Mathematics, 24:1–9.
Lanzi, P. L. e Loiacono, D. (2023). Chatgpt and other large language models as evolutionary engines for online interactive collaborative game design. In Proceedings of the Genetic and Evolutionary Computation Conference, pages 1383–1390.
Li, J., Dada, A., Puladi, B., Kleesiek, J., e Egger, J. (2024). Chatgpt in healthcare: A taxonomy and systematic review. Computer Methods and Programs in Biomedicine, 245:108013.
Liao, S. (2023). A.i. may help design your favorite video game character. The New York Times.
Lund, B. D. e Wang, T. (2023). Chatting about chatgpt: How may ai and gpt impact academia and libraries? Library Hi Tech News.
Mafra, M. G. S., Nunes, K., Rocha, S., Junior, G. B., Silva, A., Viana, D., Silva, W., e Rivero, L. (2024). Proposing usability-ux technologies for the design and evaluation of text-based chatbots. Journal on Interactive Systems, 15(1):234–251.
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., e Gerardou, F. S. (2023). Challenges and opportunities of generative ai for higher education as explained by chatgpt. Education Sciences, 13(9).
Monteiro, M. d. S., Batista, G. O. d. S., e Salgado, L. C. d. C. (2023). Investigating usability pitfalls in brazilian and foreign governmental chatbots. Journal on Interactive Systems, 14(1):331–340.
Oppermann, R. (1994). Adaptively supported adaptability. Int. J. Hum.-Comput. Stud., 40(3):455–472.
Pereira, R. e Baranauskas, M. C. (2017). Systemic and Socially Aware Perspective for Information Systems, pages 148–160. Brazilian Computer Society (SBC).
Pereira, R. e Baranauskas, M. C. C. (2015). A value-oriented and culturally informed approach to the design of interactive systems. International Journal of Human-Computer Studies, 80:66–82.
Piccolo, L. S. e Pereira, R. (2019). Culture-based artefacts to inform ict design: foundations and practice. AI & SOCIETY, 34:437–453.
Pimentel, M., Carvalho, F., e ChatGPT-4, O. (2023). Chatgpt: potencialidades e riscos para a educação. SBC Horizontes.
Shakespeare, T. et al. (2006). The social model of disability. The disability studies reader, 2(3):197–204.
Silva Junior, D. P. d., Baranauskas, M. C. C., e Pereira, R. (2023). Conducting socially aware and value oriented investigations: a case study on the violence against children and adolescents. Journal on Interactive Systems, 14(1):72–91.
Stamper, R. (1993). A semiotic theory of information and information systems. In Randell, B., editor, Proceedings of the Joint ICL/University of Newcastle Seminar on the Teaching of Computer Science, Part IX: Information, pages 1–33, Australia. University of Newcastle. Joint ICL/University of Newcastle Seminar on the Teaching of Computer Science 1993 : Part IX: Information ; Conference date: 06-09-1993 Through 10-09-1993.
Värtinen, S., Hämäläinen, P., e Guckelsberger, C. (2024). Generating role-playing game quests with gpt language models. IEEE Transactions on Games, 16(1):127–139.
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q.-L., e Tang, Y. (2023). A brief overview of chatgpt: The history, status quo and potential future development. IEEE/CAA Journal of Automatica Sinica, 10(5):1122–1136.
Yang, D., Zhou, Y., Zhang, Z., Li, T., e LC, R. (2022). Ai as an active writer: Interaction strategies with generated text in human-ai collaborative fiction writing. In Smith-Renner, A. e Amir, O., editors, Joint Proceedings of the IUI 2022 Workshops, CEUR Workshop Proceedings, pages 56–65. CEUR-WS Team.
Publicado
30/09/2024
Como Citar
CARVALHO, Caio; JUNIOR, Deógenes; TERAN, Luciano; MOTA, Marcelle; PEREIRA, Roberto.
Explorando o Uso do ChatGPT na Identificação de Requisitos Sociotécnicos para o Redesign de um Jogo. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 23. , 2024, Manaus/AM.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 131-143.
DOI: https://doi.org/10.5753/sbgames.2024.241352.
