Um Mapeamento Sistemático da Literatura sobre Jogos Sérios no Ensino Superior em Ciência da Computação
Resumo
Introdução: Jogos sérios aumentam engajamento e aprendizagem em Ciência da Computação, mas faltam análises sistemáticas sobre métodos e metodologias para desenvolvimento e aplicação. Objetivo: Mapear o uso de jogos sérios no ensino de Ciência da Computação, identificando gêneros, conceitos, métodos, metodologias e lacunas. Metodologia: Mapeamento sistemático da literatura com Parsifal, analisando gêneros, conceitos, desenvolvimento, avaliação e benefícios. Resultados: Predominam jogos puzzle e LOGO-like, focados em programação. Testes carecem de rigor, mas melhoram motivação e conhecimento. Falta de métodos detalhados prejudica reprodutibilidade.
Palavras-chave:
Mapeamento Sistemático, Educação em Computação, Metodologias, Ensino de Computação, Jogos Sérios
Referências
A., S., Bijlani, K., e Jayakrishnan, R. (2015). An interactive serious game via visualization of real life scenarios to learn programming concepts. In 2015 6th International Conference on Computing, Communication and Networking Technologies (ICCCNT), pages 1–8.
Aditya, S. J., Santoso, H. B., e Isal, R. Y. K. (2019). Developing a game-based learning for branch and bound algorithm. In 2019 International Conference on Advanced Computer Science and information Systems (ICACSIS), pages 471–476.
Aragão, P. A. P. e de Souza, R. C. G. (2021). Architectural diagram for educational games on agile methodologies. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI), pages 1–6.
Bai, S., Hew, K. F., e Huang, B. (2020). Does gamification improve student learning outcome? evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30:100322.
Barreto, F., Benitti, F., e Sommariva, L. (2015). Evaluation of a game used to teach usability to undergraduate students in computer science. Journal of Usability Studies, 11:21–39.
De Almeida Souza, M. R., Furtini Veado, L., Teles Moreira, R., Magno Lages Figueiredo, E., e Costa, H. A. X. (2017). Games for learning: bridging game-related education methods to software engineering knowledge areas. In 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET), pages 170–179.
de Sales, A. B. e Gabriel Antunes, J. (2021). Evaluation of educational games usage satisfaction. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI), pages 1–6.
De Troyer, O., Lindberg, R., Maushagen, J., e Sajjadi, P. (2019). Development and evaluation of an educational game to practice the truth tables of logic. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161-377X, pages 92–96.
Dörner, R. e Spierling, U. (2014). Serious games development as a vehicle for teaching entertainment technology and interdisciplinary teamwork: Perspectives and pitfalls. In Proceedings of the 2014 ACM International Workshop on Serious Games, SeriousGames ’14, page 3–8, New York, NY, USA. Association for Computing Machinery.
Fidalgo Neto, A., Tornaghi, A., Meirelles, R., Berçot, F., Xavier, L., Castro, M., e Alves, L. (2009). The use of computers in brazilian primary and secondary schools. Computers & Education, 53(3):677–685.
Gregio, B. M. A. (2004). A informática na educação: As representações sociais e o grande desafio do professor frente ao novo paradigma educacional. Revista Digital da CVA, 2(6).
Hakulinen, L. (2013). Alternate reality games for computer science education. In Proceedings of the 13th Koli Calling International Conference on Computing Education Research, Koli Calling ’13, page 43–50, New York, NY, USA. Association for Computing Machinery.
Hicks, A. (2010). Towards social gaming methods for improving game-based computer science education. In Proceedings of the Fifth International Conference on the Foundations of Digital Games, FDG ’10, page 259–261, New York, NY, USA. Association for Computing Machinery.
Hsu, C.-C. e Wang, T.-I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121:73–88.
Iqbal Malik, S., Al-Emran, M., Mathew, R., Tawafak, R., e Alfarsi, G. (2020). Comparison of e-learning, m-learning and game-based learning in programming education: A gendered analysis. International Journal of Emerging Technologies in Learning (iJET), 15:133–146.
Jemmali, C., Kleinman, E., Bunian, S., Almeda, M. V., Rowe, E., e El-Nasr, M. S. (2019). Using game design mechanics as metaphors to enhance learning of introductory programming concepts. In Proceedings of the 14th International Conference on the Foundations of Digital Games, FDG ’19, New York, NY, USA. Association for Computing Machinery.
Johnson, C., McGill, M., Bouchard, D., Bradshaw, M. K., Bucheli, V. A., Merkle, L. D., Scott, M. J., Sweedyk, Z., Velázquez-Iturbide, J. A., Xiao, Z., e Zhang, M. (2016). Game development for computer science education. In Proceedings of the 2016 ITiCSE Working Group Reports, ITiCSE ’16, page 23–44, New York, NY, USA. Association for Computing Machinery.
Kannappan, V. T., Fernando, O. N. N., Chattopadhyay, A., Tan, X., Hong, J. Y. J., Seah, H. S., e Lye, H. E. (2019). La petite fee cosmo: Learning data structures through game-based learning. In 2019 International Conference on Cyberworlds (CW), pages 207–210.
Kazimoglu, C. (2020). Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming. IEEE Access, 8:221831–221851.
Kazimoglu, C., Kiernan, M., Bacon, L., e MacKinnon, L. (2012a). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9:522–531. Proceedings of the International Conference on Computational Science, ICCS 2012.
Kazimoglu, C., Kiernan, M., Bacon, L., e Mackinnon, L. (2012b). A serious game for developing computational thinking and learning introductory computer programming. Procedia - Social and Behavioral Sciences, 47:1991–1999. Cyprus International Conference on Educational Research (CY-ICER-2012)North Cyprus, US08-10 February, 2012.
Kitchenham, B. A. e Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report EBSE 2007-001, Keele University and Durham University Joint Report.
Krassmann, A. L., Paschoal, L. N., Falcade, A., e Medina, R. D. (2015). Evaluation of game-based learning approaches through digital serious games in computer science higher education: A systematic mapping. In 2015 14th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames), pages 43–51.
Lee, M. J., Ko, A. J., e Kwan, I. (2013). In-game assessments increase novice programmers’ engagement and level completion speed. In Proceedings of the AragãoNinth Annual International ACM Conference on International Computing Education Research, ICER ’13, page 153–160, New York, NY, USA. Association for Computing Machinery.
Liu, C.-C., Cheng, Y.-B., e Huang, C.-W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3):1907– 1918.
Longstreet, C. S. e Cooper, K. M. (2012). Developing a meta-model for serious games in higher education. In 2012 IEEE 12th International Conference on Advanced Learning Technologies, pages 684–685.
Malliarakis, C., Satratzemi, M., e Xinogalos, S. (2013). A holistic framework for the development of an educational game aiming to teach computer programming. volume 1.
Marín, B., Frez, J., Cruz-Lemus, J., e Genero, M. (2018). An empirical investigation on the benefits of gamification in programming courses. ACM Trans. Comput. Educ., 19(1).
Marques, B. R. C., Levitt, S. P., e Nixon, K. J. (2012). Software visualisation through video games. In Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, SAICSIT ’12, page 206–215, New York, NY, USA. Association for Computing Machinery.
Maskeliunas, R., Kulikajevas, A., Blazauskas, T., Damasevicius, R., e Swacha, J. (2020). An interactive serious mobile game for supporting the learning of programming in javascript in the context of eco-friendly city management. Computers, 9:102.
Masso, N. e Grace, L. (2011). Shapemaker: A game-based introduction to programming. In 2011 16th International Conference on Computer Games (CGAMES), pages 168– 171.
Mayer, I. (2012). Towards a comprehensive methodology for the research and evaluation of serious games. Procedia Computer Science, 15:233–247. 4th International Conference on Games and Virtual Worlds for Serious Applications(VS-GAMES’12).
Miljanovic, M. A. (2019). Enhancing computer science education with adaptive serious games. In Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER ’19, page 341–342, New York, NY, USA. Association for Computing Machinery.
Miljanovic, M. A. e Bradbury, J. S. (2017). Robobug: A serious game for learning debugging techniques. In Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER ’17, page 93–100, New York, NY, USA. Association for Computing Machinery.
Miljanovic, M. A. e Bradbury, J. S. (2020). Gidgetml: An adaptive serious game for enhancing first year programming labs. In 2020 IEEE/ACM 42nd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET), pages 184–192.
Mostafa, M. e Faragallah, O. S. (2019). Development of serious games for teaching information security courses. IEEE Access, 7:169293–169305.
Obikwelu, C. e Read, J. (2012). The serious game constructivist framework for children’s learning. Procedia Computer Science, 15:32–37.
PARSIFAL (2022). About parsifal: Learn more about the project and our goals. [link]. Accessed: 2022-02-11.
Paspallis, N., Kasenides, N., e Piki, A. (2022). A software architecture for developing distributed games that teach coding and algorithmic thinking. In 2022 IEEE 46th Annual Computers, Software, and Applications Conference (COMPSAC), pages 101– 110. IEEE.
Pellas, N. e Vosinakis, S. (2017). How can a simulation game support the development of computational problem-solving strategies? In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1129–1136.
Pieper, J., Lueth, O., Goedicke, M., e Forbrig, P. (2017). A case study of software engineering methods education supported by digital game-based learning: Applying the semat essence kernel in games and course projects. In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1689–1699.
Scannavino, K. R. F., Nakagawa, E. Y., Fabbri, S. C. P. F., e Ferrari, F. C. (2017). Revisão sistemática da literatura em engenharia de software: teoria e prática.
Shabanah, S. e Chen, J. X. (2009). Simplifying algorithm learning using serious games. In Proceedings of the 14th Western Canadian Conference on Computing Education, WCCCE ’09, page 34–41, New York, NY, USA. Association for Computing Machinery.
Shahid, M., Wajid, A., Haq, K. U., Saleem, I., e Shujja, A. H. (2019). A review of gamification for learning programming fundamental. In 2019 International Conference on Innovative Computing (ICIC), pages 1–8.
Steinmaurer, A., Eckhard, D., Dreveny, J., e Gütl, C. (2022). Developing and evaluating a multiplayer game mode in a programming learning environment. In 2022 8th International Conference of the Immersive Learning Research Network (iLRN), pages 1–8. IEEE.
Steinmaurer, A., Tilanthe, A. K., e Gütl, C. (2021). Designing and developing a learning analytics platform for the coding learning game scool. In Interactive Mobile Communication, Technologies and Learning, pages 547–558. Springer.
Toda, A. M., Valle, P. H., e Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all, pages 143–156. Springer.
Topalli, D. e Cagiltay, N. E. (2018). Improving programming skills in engineering education through problem-based game projects with scratch. Computers & Education, 120:64–74.
Tsalikidis, K. e Pavlidis, G. (2016). jlegends: Online game to train programming skills. In 2016 7th International Conference on Information, Intelligence, Systems Applications (IISA), pages 1–6.
Vahldick, A., Mendes, A., e Marcelino, M. (2015). Analysing the enjoyment of a serious game for programming learning with two unrelated higher education audiences.
Vahldick, A., Mendes, A. J., e Marcelino, M. J. (2016). Towards a constructionist serious game engine. In Proceedings of the 17th International Conference on Computer Systems and Technologies 2016, CompSysTech ’16, page 361–368, New York, NY, USA. Association for Computing Machinery.
Valadares, J. (2011). A teoria da aprendizagem significativa como teoria construtivista. Aprendizagem Significativa em Revista, 1(1):36–57.
Wassila, D. e Tahar, B. (2012). Using serious game to simplify algorithm learning. In International Conference on Education and e-Learning Innovations, pages 1–5.
Weintrop, D. e Wilensky, U. (2012). Redefining constructionist video games: Marrying constructionism and video game design.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wong, Y. S., Hayati, I. M., Yatim, M., e Hoe, T. W. (2017). A propriety game based learning mobile game to learn object-oriented programming — odyssey of phoenix. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), pages 426–431.
Wong, Y. S. e Yatim, M. H. M. (2018). A propriety multiplatform game-based learning game to learn object-oriented programming. In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI), pages 278–283.
Wu, W.-H., Chiou, W.-B., Kao, H.-Y., Alex Hu, C.-H., e Huang, S.-H. (2012). Re-exploring game-assisted learning research: The perspective of learning theoretical bases. Computers & Education, 59(4):1153–1161.
Zambon, C. e Thiry, M. (2018). Ludic practices to support the development of software engineering educational games: A systematic review. In 2018 XLIV Latin American Computer Conference (CLEI), pages 794–802.
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., e Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, page 100096.
Aditya, S. J., Santoso, H. B., e Isal, R. Y. K. (2019). Developing a game-based learning for branch and bound algorithm. In 2019 International Conference on Advanced Computer Science and information Systems (ICACSIS), pages 471–476.
Aragão, P. A. P. e de Souza, R. C. G. (2021). Architectural diagram for educational games on agile methodologies. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI), pages 1–6.
Bai, S., Hew, K. F., e Huang, B. (2020). Does gamification improve student learning outcome? evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30:100322.
Barreto, F., Benitti, F., e Sommariva, L. (2015). Evaluation of a game used to teach usability to undergraduate students in computer science. Journal of Usability Studies, 11:21–39.
De Almeida Souza, M. R., Furtini Veado, L., Teles Moreira, R., Magno Lages Figueiredo, E., e Costa, H. A. X. (2017). Games for learning: bridging game-related education methods to software engineering knowledge areas. In 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET), pages 170–179.
de Sales, A. B. e Gabriel Antunes, J. (2021). Evaluation of educational games usage satisfaction. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI), pages 1–6.
De Troyer, O., Lindberg, R., Maushagen, J., e Sajjadi, P. (2019). Development and evaluation of an educational game to practice the truth tables of logic. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161-377X, pages 92–96.
Dörner, R. e Spierling, U. (2014). Serious games development as a vehicle for teaching entertainment technology and interdisciplinary teamwork: Perspectives and pitfalls. In Proceedings of the 2014 ACM International Workshop on Serious Games, SeriousGames ’14, page 3–8, New York, NY, USA. Association for Computing Machinery.
Fidalgo Neto, A., Tornaghi, A., Meirelles, R., Berçot, F., Xavier, L., Castro, M., e Alves, L. (2009). The use of computers in brazilian primary and secondary schools. Computers & Education, 53(3):677–685.
Gregio, B. M. A. (2004). A informática na educação: As representações sociais e o grande desafio do professor frente ao novo paradigma educacional. Revista Digital da CVA, 2(6).
Hakulinen, L. (2013). Alternate reality games for computer science education. In Proceedings of the 13th Koli Calling International Conference on Computing Education Research, Koli Calling ’13, page 43–50, New York, NY, USA. Association for Computing Machinery.
Hicks, A. (2010). Towards social gaming methods for improving game-based computer science education. In Proceedings of the Fifth International Conference on the Foundations of Digital Games, FDG ’10, page 259–261, New York, NY, USA. Association for Computing Machinery.
Hsu, C.-C. e Wang, T.-I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers & Education, 121:73–88.
Iqbal Malik, S., Al-Emran, M., Mathew, R., Tawafak, R., e Alfarsi, G. (2020). Comparison of e-learning, m-learning and game-based learning in programming education: A gendered analysis. International Journal of Emerging Technologies in Learning (iJET), 15:133–146.
Jemmali, C., Kleinman, E., Bunian, S., Almeda, M. V., Rowe, E., e El-Nasr, M. S. (2019). Using game design mechanics as metaphors to enhance learning of introductory programming concepts. In Proceedings of the 14th International Conference on the Foundations of Digital Games, FDG ’19, New York, NY, USA. Association for Computing Machinery.
Johnson, C., McGill, M., Bouchard, D., Bradshaw, M. K., Bucheli, V. A., Merkle, L. D., Scott, M. J., Sweedyk, Z., Velázquez-Iturbide, J. A., Xiao, Z., e Zhang, M. (2016). Game development for computer science education. In Proceedings of the 2016 ITiCSE Working Group Reports, ITiCSE ’16, page 23–44, New York, NY, USA. Association for Computing Machinery.
Kannappan, V. T., Fernando, O. N. N., Chattopadhyay, A., Tan, X., Hong, J. Y. J., Seah, H. S., e Lye, H. E. (2019). La petite fee cosmo: Learning data structures through game-based learning. In 2019 International Conference on Cyberworlds (CW), pages 207–210.
Kazimoglu, C. (2020). Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming. IEEE Access, 8:221831–221851.
Kazimoglu, C., Kiernan, M., Bacon, L., e MacKinnon, L. (2012a). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9:522–531. Proceedings of the International Conference on Computational Science, ICCS 2012.
Kazimoglu, C., Kiernan, M., Bacon, L., e Mackinnon, L. (2012b). A serious game for developing computational thinking and learning introductory computer programming. Procedia - Social and Behavioral Sciences, 47:1991–1999. Cyprus International Conference on Educational Research (CY-ICER-2012)North Cyprus, US08-10 February, 2012.
Kitchenham, B. A. e Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical Report EBSE 2007-001, Keele University and Durham University Joint Report.
Krassmann, A. L., Paschoal, L. N., Falcade, A., e Medina, R. D. (2015). Evaluation of game-based learning approaches through digital serious games in computer science higher education: A systematic mapping. In 2015 14th Brazilian Symposium on Computer Games and Digital Entertainment (SBGames), pages 43–51.
Lee, M. J., Ko, A. J., e Kwan, I. (2013). In-game assessments increase novice programmers’ engagement and level completion speed. In Proceedings of the AragãoNinth Annual International ACM Conference on International Computing Education Research, ICER ’13, page 153–160, New York, NY, USA. Association for Computing Machinery.
Liu, C.-C., Cheng, Y.-B., e Huang, C.-W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3):1907– 1918.
Longstreet, C. S. e Cooper, K. M. (2012). Developing a meta-model for serious games in higher education. In 2012 IEEE 12th International Conference on Advanced Learning Technologies, pages 684–685.
Malliarakis, C., Satratzemi, M., e Xinogalos, S. (2013). A holistic framework for the development of an educational game aiming to teach computer programming. volume 1.
Marín, B., Frez, J., Cruz-Lemus, J., e Genero, M. (2018). An empirical investigation on the benefits of gamification in programming courses. ACM Trans. Comput. Educ., 19(1).
Marques, B. R. C., Levitt, S. P., e Nixon, K. J. (2012). Software visualisation through video games. In Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, SAICSIT ’12, page 206–215, New York, NY, USA. Association for Computing Machinery.
Maskeliunas, R., Kulikajevas, A., Blazauskas, T., Damasevicius, R., e Swacha, J. (2020). An interactive serious mobile game for supporting the learning of programming in javascript in the context of eco-friendly city management. Computers, 9:102.
Masso, N. e Grace, L. (2011). Shapemaker: A game-based introduction to programming. In 2011 16th International Conference on Computer Games (CGAMES), pages 168– 171.
Mayer, I. (2012). Towards a comprehensive methodology for the research and evaluation of serious games. Procedia Computer Science, 15:233–247. 4th International Conference on Games and Virtual Worlds for Serious Applications(VS-GAMES’12).
Miljanovic, M. A. (2019). Enhancing computer science education with adaptive serious games. In Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER ’19, page 341–342, New York, NY, USA. Association for Computing Machinery.
Miljanovic, M. A. e Bradbury, J. S. (2017). Robobug: A serious game for learning debugging techniques. In Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER ’17, page 93–100, New York, NY, USA. Association for Computing Machinery.
Miljanovic, M. A. e Bradbury, J. S. (2020). Gidgetml: An adaptive serious game for enhancing first year programming labs. In 2020 IEEE/ACM 42nd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET), pages 184–192.
Mostafa, M. e Faragallah, O. S. (2019). Development of serious games for teaching information security courses. IEEE Access, 7:169293–169305.
Obikwelu, C. e Read, J. (2012). The serious game constructivist framework for children’s learning. Procedia Computer Science, 15:32–37.
PARSIFAL (2022). About parsifal: Learn more about the project and our goals. [link]. Accessed: 2022-02-11.
Paspallis, N., Kasenides, N., e Piki, A. (2022). A software architecture for developing distributed games that teach coding and algorithmic thinking. In 2022 IEEE 46th Annual Computers, Software, and Applications Conference (COMPSAC), pages 101– 110. IEEE.
Pellas, N. e Vosinakis, S. (2017). How can a simulation game support the development of computational problem-solving strategies? In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1129–1136.
Pieper, J., Lueth, O., Goedicke, M., e Forbrig, P. (2017). A case study of software engineering methods education supported by digital game-based learning: Applying the semat essence kernel in games and course projects. In 2017 IEEE Global Engineering Education Conference (EDUCON), pages 1689–1699.
Scannavino, K. R. F., Nakagawa, E. Y., Fabbri, S. C. P. F., e Ferrari, F. C. (2017). Revisão sistemática da literatura em engenharia de software: teoria e prática.
Shabanah, S. e Chen, J. X. (2009). Simplifying algorithm learning using serious games. In Proceedings of the 14th Western Canadian Conference on Computing Education, WCCCE ’09, page 34–41, New York, NY, USA. Association for Computing Machinery.
Shahid, M., Wajid, A., Haq, K. U., Saleem, I., e Shujja, A. H. (2019). A review of gamification for learning programming fundamental. In 2019 International Conference on Innovative Computing (ICIC), pages 1–8.
Steinmaurer, A., Eckhard, D., Dreveny, J., e Gütl, C. (2022). Developing and evaluating a multiplayer game mode in a programming learning environment. In 2022 8th International Conference of the Immersive Learning Research Network (iLRN), pages 1–8. IEEE.
Steinmaurer, A., Tilanthe, A. K., e Gütl, C. (2021). Designing and developing a learning analytics platform for the coding learning game scool. In Interactive Mobile Communication, Technologies and Learning, pages 547–558. Springer.
Toda, A. M., Valle, P. H., e Isotani, S. (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: higher education for all, pages 143–156. Springer.
Topalli, D. e Cagiltay, N. E. (2018). Improving programming skills in engineering education through problem-based game projects with scratch. Computers & Education, 120:64–74.
Tsalikidis, K. e Pavlidis, G. (2016). jlegends: Online game to train programming skills. In 2016 7th International Conference on Information, Intelligence, Systems Applications (IISA), pages 1–6.
Vahldick, A., Mendes, A., e Marcelino, M. (2015). Analysing the enjoyment of a serious game for programming learning with two unrelated higher education audiences.
Vahldick, A., Mendes, A. J., e Marcelino, M. J. (2016). Towards a constructionist serious game engine. In Proceedings of the 17th International Conference on Computer Systems and Technologies 2016, CompSysTech ’16, page 361–368, New York, NY, USA. Association for Computing Machinery.
Valadares, J. (2011). A teoria da aprendizagem significativa como teoria construtivista. Aprendizagem Significativa em Revista, 1(1):36–57.
Wassila, D. e Tahar, B. (2012). Using serious game to simplify algorithm learning. In International Conference on Education and e-Learning Innovations, pages 1–5.
Weintrop, D. e Wilensky, U. (2012). Redefining constructionist video games: Marrying constructionism and video game design.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wong, Y. S., Hayati, I. M., Yatim, M., e Hoe, T. W. (2017). A propriety game based learning mobile game to learn object-oriented programming — odyssey of phoenix. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE), pages 426–431.
Wong, Y. S. e Yatim, M. H. M. (2018). A propriety multiplatform game-based learning game to learn object-oriented programming. In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI), pages 278–283.
Wu, W.-H., Chiou, W.-B., Kao, H.-Y., Alex Hu, C.-H., e Huang, S.-H. (2012). Re-exploring game-assisted learning research: The perspective of learning theoretical bases. Computers & Education, 59(4):1153–1161.
Zambon, C. e Thiry, M. (2018). Ludic practices to support the development of software engineering educational games: A systematic review. In 2018 XLIV Latin American Computer Conference (CLEI), pages 794–802.
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., e Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, page 100096.
Publicado
30/09/2025
Como Citar
LUCCAS, Matheus dos Santos; PEREIRA, Leonardo Tortoro; CASTELO BRANCO, Kalinka.
Um Mapeamento Sistemático da Literatura sobre Jogos Sérios no Ensino Superior em Ciência da Computação. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 24. , 2025, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1230-1244.
DOI: https://doi.org/10.5753/sbgames.2025.9722.
