Development of a customizable Serious Game for scientific dissemination: An approach based on Action Research
Resumo
Introduction: Games have been used for purposes beyond entertainment with great success. One of these purposes is Scientific Dissemination, utilizing a game’s ludic aspects to engage the general public with scientific research. Objective: This study aims to identify desirable characteristics of customizable Serious Games for purposes of Scientific Dissemination through the development of two minigames and their editors. Methodology or Steps: The Action Research qualitative research methodology was employed due to its “learning by doing” approach, which enables the team to gain a deeper understanding of the target audience’s needs. Results: We developed two customizable games and their editors through two Action Research cycles. This experience enabled the team to identify four desirable characteristics for customizable games used in Scientific Dissemination.
Palavras-chave:
Serious Game, Action Research, Scientific Dissemination, Game, Heuristic Evaluation
Referências
Ahrens, D. (2015). Serious games – a new perspective on workbased learning. Procedia - Social and Behavioral Sciences, 204:277–281.
Albagli, S. (1996). Divulgação científica: informação científica para cidadania. Ciência da informação, 25(3).
Backlund, P. e Hendrix, M. (2013). Educational games - are they worth the effort? a literature survey of the effectiveness of serious games. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pages 1–8.
Becker, K. (2021). What’s the difference between gamification, serious games, educational games, and game-based learning. Academia Letters, 209(2):1–4.
Bontchev, B. (2015). Customizable 3d video games as educational software. In EDULEARN15 Proceedings, 7th International Conference on Education and New Learning Technologies, pages 6943–6950. IATED.
Bourne, P. E. e Chalupa, L. M. (2008). A new approach to scientific dissemination. Materials Today, 11(6):48.
Damaševičius, R., Maskeliūnas, R., e Blažauskas, T. (2023). Serious games and gamification in healthcare: a meta-review. Information, 14(2):105.
Davison, R., Martinsons, M. G., e Kock, N. (2004). Principles of canonical action research. Information Systems Journal, 14(1):65–86.
Djaouti, D., Alvarez, J., Jessel, J.-P., e Rampnoux, O. (2011). Origins of serious games. Serious games and edutainment applications, pages 25–43.
Engel, G. I. (2000). Pesquisa-ação. Educar em revista, pages 181–191.
Fawcett, W., Charlesworth, M., Cook, T., e Klein, A. (2020). Education and scientific dissemination during the covid-19 pandemic. Anaesthesia, 76(3):301.
Feng, Z., González, V. A., Mutch, C., Amor, R., Rahouti, A., Baghouz, A., Li, N., e Cabrera-Guerrero, G. (2020). Towards a customizable immersive virtual reality serious game for earthquake emergency training. Advanced Engineering Informatics, 46:101134.
Kuo, M.-S. e Chuang, T.-Y. (2016). How gamification motivates visits and engagement for online academic dissemination – an empirical study. Computers in Human Behavior, 55:16–27.
Lordêlo, F. S. e Porto, C. d. M. (2012). Divulgação científica e cultura científica: Conceito e aplicabilidade. Revista Ciência em Extensão, 8(1):18–34.
Miller, J. A., Buse, K., Dhaliwal, R. S., Siegel, J., Cooper, S., e Milburn, C. (2023). Wrapped in story: The affordances of narrative for citizen science games. In Proceedings of the 18th International Conference on the Foundations of Digital Games, FDG ’23, New York, NY, USA. Association for Computing Machinery.
Nogueira, D. N., Chaimowicz, L., e Prates, R. O. (2013). Pingo-an online portal for educational games with customizable content. Proceedings do XII Simpósio Brasileiro de Jogos e Entretenimento Digital. São Paulo, pages 80–89.
Orosz, A., Recino, U., e Ochoa, M. (2023). Demo lessons and peer observation to enhance student teachers’ competencies and exit profiles. International Journal of Learning, Teaching and Educational Research, 22:638–658.
O’Brien, R. (1998). An overview of the methodological approach of action research.
Ravyse, W. S., Seugnet Blignaut, A., Leendertz, V., e Woolner, A. (2017). Success factors for serious games to enhance learning: a systematic review. Virtual Reality, 21:31–58.
Signa, A., Gentile, M., Picciotto, S., Cusimano, A., e Perna, S. (2022). Bubblemumble: A serious game for the dissemination of scientific results in secondary schools. In CSEDU (2), pages 467–474.
Tripp, D. (2005). Action research: a methodological introduction. Educacao e pesquisa, 31:443–466.
Velazquez-Solis, P. E., Flores-Rios, B. L., Angélica, A.-V. M., Ibarra-Esquer, J. E., Fernando, G.-N. F., e Antonio, A. V. R. (2022). Analysis of scientific dissemination posts on facebook from a social media approach. In 2022 17th Iberian Conference on Information Systems and Technologies (CISTI), pages 1–6.
Yanti, P. P., Rosmansyah, Y., e Dabarsyah, B. (2019). Serious games for children: A systematic literature review. In 2019 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS), pages 79–84.
Albagli, S. (1996). Divulgação científica: informação científica para cidadania. Ciência da informação, 25(3).
Backlund, P. e Hendrix, M. (2013). Educational games - are they worth the effort? a literature survey of the effectiveness of serious games. In 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pages 1–8.
Becker, K. (2021). What’s the difference between gamification, serious games, educational games, and game-based learning. Academia Letters, 209(2):1–4.
Bontchev, B. (2015). Customizable 3d video games as educational software. In EDULEARN15 Proceedings, 7th International Conference on Education and New Learning Technologies, pages 6943–6950. IATED.
Bourne, P. E. e Chalupa, L. M. (2008). A new approach to scientific dissemination. Materials Today, 11(6):48.
Damaševičius, R., Maskeliūnas, R., e Blažauskas, T. (2023). Serious games and gamification in healthcare: a meta-review. Information, 14(2):105.
Davison, R., Martinsons, M. G., e Kock, N. (2004). Principles of canonical action research. Information Systems Journal, 14(1):65–86.
Djaouti, D., Alvarez, J., Jessel, J.-P., e Rampnoux, O. (2011). Origins of serious games. Serious games and edutainment applications, pages 25–43.
Engel, G. I. (2000). Pesquisa-ação. Educar em revista, pages 181–191.
Fawcett, W., Charlesworth, M., Cook, T., e Klein, A. (2020). Education and scientific dissemination during the covid-19 pandemic. Anaesthesia, 76(3):301.
Feng, Z., González, V. A., Mutch, C., Amor, R., Rahouti, A., Baghouz, A., Li, N., e Cabrera-Guerrero, G. (2020). Towards a customizable immersive virtual reality serious game for earthquake emergency training. Advanced Engineering Informatics, 46:101134.
Kuo, M.-S. e Chuang, T.-Y. (2016). How gamification motivates visits and engagement for online academic dissemination – an empirical study. Computers in Human Behavior, 55:16–27.
Lordêlo, F. S. e Porto, C. d. M. (2012). Divulgação científica e cultura científica: Conceito e aplicabilidade. Revista Ciência em Extensão, 8(1):18–34.
Miller, J. A., Buse, K., Dhaliwal, R. S., Siegel, J., Cooper, S., e Milburn, C. (2023). Wrapped in story: The affordances of narrative for citizen science games. In Proceedings of the 18th International Conference on the Foundations of Digital Games, FDG ’23, New York, NY, USA. Association for Computing Machinery.
Nogueira, D. N., Chaimowicz, L., e Prates, R. O. (2013). Pingo-an online portal for educational games with customizable content. Proceedings do XII Simpósio Brasileiro de Jogos e Entretenimento Digital. São Paulo, pages 80–89.
Orosz, A., Recino, U., e Ochoa, M. (2023). Demo lessons and peer observation to enhance student teachers’ competencies and exit profiles. International Journal of Learning, Teaching and Educational Research, 22:638–658.
O’Brien, R. (1998). An overview of the methodological approach of action research.
Ravyse, W. S., Seugnet Blignaut, A., Leendertz, V., e Woolner, A. (2017). Success factors for serious games to enhance learning: a systematic review. Virtual Reality, 21:31–58.
Signa, A., Gentile, M., Picciotto, S., Cusimano, A., e Perna, S. (2022). Bubblemumble: A serious game for the dissemination of scientific results in secondary schools. In CSEDU (2), pages 467–474.
Tripp, D. (2005). Action research: a methodological introduction. Educacao e pesquisa, 31:443–466.
Velazquez-Solis, P. E., Flores-Rios, B. L., Angélica, A.-V. M., Ibarra-Esquer, J. E., Fernando, G.-N. F., e Antonio, A. V. R. (2022). Analysis of scientific dissemination posts on facebook from a social media approach. In 2022 17th Iberian Conference on Information Systems and Technologies (CISTI), pages 1–6.
Yanti, P. P., Rosmansyah, Y., e Dabarsyah, B. (2019). Serious games for children: A systematic literature review. In 2019 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS), pages 79–84.
Publicado
30/09/2025
Como Citar
CKAGNAZAROFF, Daniel Duarte; SILVÉRIO, Juan Vitor Saar; NASCIMENTO, Júlia; MAIA, Pedro Henrique; SILVA, Sofia; OLIVEIRA, Maria Clara Gomes Silva de; SOUZA, Joana Gabriela Ribeiro de; ISHITANI, Lucila.
Development of a customizable Serious Game for scientific dissemination: An approach based on Action Research. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 24. , 2025, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 332-342.
DOI: https://doi.org/10.5753/sbgames.2025.10216.
