Evaluating MoveLad, a Serious Exergame targeting Left-Right Confusion
Resumo
Introduction: Left-Right Confusion (LRC) is a difficulty that may persist into adulthood, yet it remains underexplored in the literature. Exergames present a promising approach, as left-right learning involves body awareness and motor response. Objective: This paper presents the design, development, verification and utility evaluation of a serious exergame created to mitigate LRC. Methodology or Steps: The game was designed using PEED and MOLDE methodologies, supported by a literature review, and involved the participation of 24 domain experts. The game was implemented in Unity and uses MediaPipe for motion capture. Utility was assessed with the SEU-Q v2 questionnaire. Results: The game met all mandatory and most desirable requirements identified during the design process. In the utility evaluation, it achieved mean scores of 4.27/5 from the player perspective and 4.52/5 from the professional perspective, with an overall mean of 4.40/5. Qualitative data converged with quantitative findings. These results indicate that the game is perceived as useful, safe, and engaging, with potential to address LRC.
Palavras-chave:
Psychomotricity, Left–Right Confusion, Laterality, Serious Game, Exergame
Referências
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Sampaio, L. P. and Pereira, C. P. (2025) “AutiBots: An educational digital game for the cognitive and motor development of children with autism”, Revista Brasileira de Informática na Educação, 33, p. 1–34. DOI: 10.5753/rbie.2025.3300. (In Portuguese).
Souza, R. M. and Hounsell, M. da S. (2024) “Active games for reducing left-right confusion: A systematic mapping of the literature”, In: Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), p. 978–990. DOI: 10.5753/sbgames.2024.240523. (In Portuguese).
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Tayade, A. and Halder, A. (2021) “Real-time vernacular sign language recognition using MediaPipe and machine learning”, International Journal of Research Publication and Reviews, 2(5), p. 8–17. DOI: 10.13140/RG.2.2.32364.03203.
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van der Ham, I. J. M., Dijkerman, H. C. and van Stralen, H. E. (2021) “Distinguishing left from right: A large-scale investigation of left–right confusion in healthy individuals”, Quarterly Journal of Experimental Psychology, 74(3), p. 497–509. DOI: 10.1177/1747021820968519.
Valenza, M. V., Gasparini, I. and Hounsell, M. S. (2019) “Serious game design for children: A set of guidelines and their validation”, Educational Technology & Society, 22(3), p. 19–31.
Viana, R. B. and Lira, C. A. B. (2020) “Exergames: a new paradigm for physical exercise practice”, Praxia – Revista on-Line de Educação Física da UEG, 2, p. 1–20. DOI: 10.46878/praxia.v2i0.10593. (In Portuguese).
Viher, P. V. et al. (2022) “Neurological soft signs are associated with altered white matter in patients with schizophrenia”, Schizophrenia Bulletin, 48(1), p. 220–230. DOI: 10.1093/schbul/sbab089.
Yamashita, H. (2022) “Investigating individual differences in left-right confusion among healthy Japanese young adults”, Culture and Brain, 10(suppl. 1), p. 49–64. DOI: 10.1007/s40167-022-00112-5.
Antunes, A., Madeira, R. N., Tóth, I. and Bernardo, C. (2021) “Modeling serious games design towards engaging children with special needs in therapy”, In: CHI PLAY 2021 Extended Abstracts, p. 192–197. DOI: 10.1145/3450337.3483493.
Bachmann, S., Degen, C., Geider, F. J. and Schröder, J. (2014) “Neurological soft signs in the clinical course of schizophrenia: Results of a meta-analysis”, Frontiers in Psychiatry, 5, Article 185. DOI: 10.3389/fpsyt.2014.00185.
Bora, L. B., Cardoso, V. T. and Toni, P. M. (2018) “Left-right asymmetry and human neuropsychomotor development”, Revista CES Psicologia, 12(1), p. 54–68. DOI: 10.21615/cesp.12.1.5.
Boruah, B. J., Talukdar, A. K. and Sarma, K. K. (2021) “Development of a learning-aid tool using hand gesture based human computer interaction system”, In: 2021 Advanced Communication Technologies and Signal Processing (ACTS), p. 1–5. DOI: 10.1109/ACTS53447.2021.9708354.
de Vlieger, N. M. et al. (2021) “Feasibility and acceptability of ‘VitaVillage’: A serious game for nutrition education”, Nutrients, 14(1), Article 189. DOI: 10.3390/nu14010189.
Dutra, T. C., Tondorf, D. F., Zils, T. A. and Ferreira, A. E. G. (2021) “HCI evaluation methods in the context of educational serious games: A systematic mapping”, In: Simpósio Brasileiro de Informática na Educação (SBIE), 32, p. 564–575. DOI: 10.5753/sbie.2021.217450. (In Portuguese).
Estevan, I., García-Massó, X., Menescardi, C., Ortega-Benavent, N., Montalt-García, S., Romero-Martínez, J., Castillo, I., Álvarez, O., Queralt, A. and Molina-García, J. (2023) “A classroom-based intervention to promote physical literacy in children: ALPHYL study protocol”, Behavioral Sciences, 13(7), Article 609. DOI: 10.3390/bs13070609.
Farias, E. H., Oliveira, H. C., Hounsell, M. S. and Rossito, G. M. (2014) “MOLDE – a methodology for serious games measure-oriented level design”, In: Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), p. 29–38. Available at: [link]
Gazis, A. and Katsiri, E. (2023) “Serious games in digital gaming: A comprehensive review of applications, game engines and advancements”, WSEAS Transactions on Computer Research, 11, p. 10–22. DOI: 10.37394/232018.2023.11.2.
Grimes, R. H., Schroeder, R. B. and Hounsell, M. da S. (2019) “Utility Potential of Serious Games: Enhancing an Evaluation Instrument”, February. Available at: [link]. (In Portuguese).
Jiménez, N. J. V. (2020) “Multisensory environment for proprioception improvement in children with Down syndrome”, Ph.D. Dissertation, Universidade Federal do Espírito Santo, Vitória, Brazil. Available at: [link]
Jones, C., Scholes, L., Rolfe, B. and Stieler-Hunt, C. (2020) “A serious-game for child sexual abuse prevention: An evaluation of orbit”, Child Abuse & Neglect, 107, Article 104569. DOI: 10.1016/j.chiabu.2020.104569.
Karaosmanoglu, S., Rings, S., Kruse, L., Stein, C. and Steinicke, F. (2021) “Lessons learned from a human-centered design of an immersive exergame for people with dementia”, Proceedings of the ACM on Human-Computer Interaction, 5(CHIPLAY), p. 1–27. DOI: 10.1145/3474679.
Kokkalia, G., Economou, A. and Choli, S. (2017) “The use of serious games in preschool education”, International Journal of Emerging Technologies in Learning (iJET), 12(11), p. 15–27. DOI: 10.3991/ijet.v12i11.6991.
Lear, K. (2004) Help Us Learn: A Self-Paced Training Program for ABA, Part I: Training Manual, 2nd edition, Toronto, ON, Canada, n.p.
Meur, A. and Staes, L. (1989) Psicomotricidade: Educação e Reeducação, São Paulo, Brazil, Manole.
Nunes, A. and Mamede, E. (2021) “Spatial orientation in preschool education: laterality and relative position”, Revista de Estudios e Investigación en Psicología y Educación, 8(1), p. 76–93. DOI: 10.17979/reipe.2021.8.1.6712.
Petri, G., von Wangenheim, C. G. and Borgatto, A. F. (2019) “MEEGA+: A model for evaluating educational games for computing education”, Revista Brasileira de Informática na Educação, 27(3), p. 52–81. DOI: 10.5753/rbie.2019.27.03.52. (In Portuguese).
Rutes, W. D. F., Oliveira, H. C. de and Hounsell, M. S. (2015) “PEED: A methodology to promote the involvement of domain experts in academic serious game projects”, In: Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), p. 447–454. (In Portuguese).
Sampaio, L. P. and Pereira, C. P. (2025) “AutiBots: An educational digital game for the cognitive and motor development of children with autism”, Revista Brasileira de Informática na Educação, 33, p. 1–34. DOI: 10.5753/rbie.2025.3300. (In Portuguese).
Souza, R. M. and Hounsell, M. da S. (2024) “Active games for reducing left-right confusion: A systematic mapping of the literature”, In: Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), p. 978–990. DOI: 10.5753/sbgames.2024.240523. (In Portuguese).
Souza, R. M. and Hounsell, M. da S. (2025) “MoveLad: An active digital game focused on laterality to reduce left-right confusion”, In: Proceedings of the Ibero American Conferences on Applied Computing 2025 and WWW/Internet 2025 (CIACA/CIAWI), IADIS. ISBN: 978-989-8704-74-0. (In Portuguese).
Tayade, A. and Halder, A. (2021) “Real-time vernacular sign language recognition using MediaPipe and machine learning”, International Journal of Research Publication and Reviews, 2(5), p. 8–17. DOI: 10.13140/RG.2.2.32364.03203.
Torrens, I. C., Matos, S. N., Borges, H. B. and Lopes, R. P. (2021) “Serious games for financial education: A systematic mapping”, In: Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), p. 479–488. DOI: 10.5753/sbgames_estendido.2021.19681. (In Portuguese).
van der Ham, I. J. M., Dijkerman, H. C. and van Stralen, H. E. (2021) “Distinguishing left from right: A large-scale investigation of left–right confusion in healthy individuals”, Quarterly Journal of Experimental Psychology, 74(3), p. 497–509. DOI: 10.1177/1747021820968519.
Valenza, M. V., Gasparini, I. and Hounsell, M. S. (2019) “Serious game design for children: A set of guidelines and their validation”, Educational Technology & Society, 22(3), p. 19–31.
Viana, R. B. and Lira, C. A. B. (2020) “Exergames: a new paradigm for physical exercise practice”, Praxia – Revista on-Line de Educação Física da UEG, 2, p. 1–20. DOI: 10.46878/praxia.v2i0.10593. (In Portuguese).
Viher, P. V. et al. (2022) “Neurological soft signs are associated with altered white matter in patients with schizophrenia”, Schizophrenia Bulletin, 48(1), p. 220–230. DOI: 10.1093/schbul/sbab089.
Yamashita, H. (2022) “Investigating individual differences in left-right confusion among healthy Japanese young adults”, Culture and Brain, 10(suppl. 1), p. 49–64. DOI: 10.1007/s40167-022-00112-5.
Publicado
29/09/2026
Como Citar
SOUZA, Rômulo Martins; HOUNSELL, Marcelo da Silva.
Evaluating MoveLad, a Serious Exergame targeting Left-Right Confusion. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 1751-1763.
DOI: https://doi.org/10.5753/sbgames.2026.25457.
