Feedback Pedagógico e Adaptativo em Jogos Sérios: Uma Revisão Sistemática com foco em Pensamento Computacional e Equidade de Gênero
Resumo
Introdução: Nas últimas décadas, os jogos sérios passaram de aplicações periféricas a instrumentos relevantes em contextos educacionais, corporativos e formativos. Objetivo: Assim, este artigo tem como objetivo investigar a integração entre feedback pedagógico e feedback adaptativo em jogos sérios, com foco no desenvolvimento do pensamento computacional e na equidade de gênero. Metodologia: Para atingir esse objetivo, foi realizada uma Revisão Sistemática da Literatura, utilizando as diretrizes PRISMA 2020. Resultados: Os resultados indicam o crescimento do uso de técnicas de inteligência artificial, como stealth assessment, agentes conversacionais, análise de telemetria e detecção de frustração, para a personalização do feedback em tempo real. Entretanto, observou-se fundamentação pedagógica explícita limitada, heterogeneidade nas métricas de avaliação do pensamento computacional e baixa incorporação de variáveis relacionadas à equidade de gênero.
Palavras-chave:
Jogos sérios, Feedback adaptativo, Feedback pedagógico, Pensamento computacional, Equidade de gênero
Referências
Akkaya, R., Özhan, U., e Altun, A. (2022). Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills. Computer Science Education, 32(2):197–225.
Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., e Fernández-Manjón, B. (2026). Metodología para el diseño de juegos serios: Articoding, un juego para desarrollar el pensamiento computacional a través de la programación. Revista de Educación a Distancia (RED), 26(82).
Chen, C.-H., Shih, C.-C., e Law, V. (2025). Impact of rewards in a digital game on computational thinking: A structural equation modeling approach. Education and Information Technologies, 30:1–23.
Gakingo, G. K. e Kabia, M. (2025). Games in engineering: Spreadsheet-based sudoku for teaching optimization. Computer Applications in Engineering Education, 33(1):e22767.
Hattie, J. e Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Kitchenham, B. e Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Joint Report EBSE 2007-001, Keele University and Durham University, Keele, UK.
Lee, M. J. (2020a). Auto-generated game levels increase novice programmers’ engagement. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE 2020), pages 1–7. ACM.
Lee, M. J. (2020b). (re)engaging novice online learners with adaptive feedback in an introductory programming game. ACM Transactions on Computing Education, 20(4). Article 29.
Lee, M. J. e Chiou, G. (2020). Animated hints help novices complete more levels in a game that teaches introductory programming. Journal of Educational Computing Research, 58(8):1523–1548.
Liverman, R., Demmans Epp, C., Munoz, K., Patel, R., e Antle, A. N. (2025). Game-based social-emotional learning for middle school students: A mixed-methods study of brain agents. International Journal of Child-Computer Interaction, 43:100651.
Lu, W., Boulier, K., Mott, B., Rowe, J., Azevedo, R., e Lester, J. (2025). From in-game behaviors to learning gains: Predicting middle school students’ science learning with static bayesian networks. Proceedings of the ACM on Human-Computer Interaction (PACM HCI), 9(CHI PLAY).
Mao, P., Cai, Z., He, J., e Chen, X. (2024). The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning. The Internet and Higher Education, 60:100929.
Maqsood, S. e Chiasson, S. (2021). Cybersecurity, privacy, and digital literacy game: A design participatory study with children and teachers. In Proceedings of the 20th Annual International Conference on Interaction Design and Children (IDC ’21), pages 275–287. ACM.
Min, W., Frankosky, M. H., Mott, B. W., Rowe, J. P., Smith, A., Wiebe, E., Boyer, K. E., e Lester, J. C. (2020). Deepstealth: Game-based learning stealth assessment with deep neural networks. IEEE Transactions on Learning Technologies, 13(2):312–325.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., e Moher, D. (2021). The prisma 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372:n71.
Parthasarathy, S. e Joshi, A. (2026). Accessquest: A game-based approach to teach web accessibility. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE 2024), pages 1–7. ACM.
Varajão, J., Magalhães, L., Silva, H., e Pinto, F. (2026). Game-based learning for information systems agile development: Design and evaluation of a course. Information Systems Education Journal, 24(1):4–18.
Xu, Y., Huang, Y.-M., Shadiev, R., e Huang, Y.-T. (2024). The impact of a digital game-based ai chatbot on college students’ academic performance and higher-order thinking skills. Applied Sciences, 14(21):11135.
Calvo-Morata, A., Alonso-Fernández, C., Freire, M., Martínez-Ortiz, I., e Fernández-Manjón, B. (2026). Metodología para el diseño de juegos serios: Articoding, un juego para desarrollar el pensamiento computacional a través de la programación. Revista de Educación a Distancia (RED), 26(82).
Chen, C.-H., Shih, C.-C., e Law, V. (2025). Impact of rewards in a digital game on computational thinking: A structural equation modeling approach. Education and Information Technologies, 30:1–23.
Gakingo, G. K. e Kabia, M. (2025). Games in engineering: Spreadsheet-based sudoku for teaching optimization. Computer Applications in Engineering Education, 33(1):e22767.
Hattie, J. e Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Kitchenham, B. e Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Joint Report EBSE 2007-001, Keele University and Durham University, Keele, UK.
Lee, M. J. (2020a). Auto-generated game levels increase novice programmers’ engagement. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE 2020), pages 1–7. ACM.
Lee, M. J. (2020b). (re)engaging novice online learners with adaptive feedback in an introductory programming game. ACM Transactions on Computing Education, 20(4). Article 29.
Lee, M. J. e Chiou, G. (2020). Animated hints help novices complete more levels in a game that teaches introductory programming. Journal of Educational Computing Research, 58(8):1523–1548.
Liverman, R., Demmans Epp, C., Munoz, K., Patel, R., e Antle, A. N. (2025). Game-based social-emotional learning for middle school students: A mixed-methods study of brain agents. International Journal of Child-Computer Interaction, 43:100651.
Lu, W., Boulier, K., Mott, B., Rowe, J., Azevedo, R., e Lester, J. (2025). From in-game behaviors to learning gains: Predicting middle school students’ science learning with static bayesian networks. Proceedings of the ACM on Human-Computer Interaction (PACM HCI), 9(CHI PLAY).
Mao, P., Cai, Z., He, J., e Chen, X. (2024). The effects of dynamic and static feedback under tasks with different difficulty levels in digital game-based learning. The Internet and Higher Education, 60:100929.
Maqsood, S. e Chiasson, S. (2021). Cybersecurity, privacy, and digital literacy game: A design participatory study with children and teachers. In Proceedings of the 20th Annual International Conference on Interaction Design and Children (IDC ’21), pages 275–287. ACM.
Min, W., Frankosky, M. H., Mott, B. W., Rowe, J. P., Smith, A., Wiebe, E., Boyer, K. E., e Lester, J. C. (2020). Deepstealth: Game-based learning stealth assessment with deep neural networks. IEEE Transactions on Learning Technologies, 13(2):312–325.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., e Moher, D. (2021). The prisma 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372:n71.
Parthasarathy, S. e Joshi, A. (2026). Accessquest: A game-based approach to teach web accessibility. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education (SIGCSE 2024), pages 1–7. ACM.
Varajão, J., Magalhães, L., Silva, H., e Pinto, F. (2026). Game-based learning for information systems agile development: Design and evaluation of a course. Information Systems Education Journal, 24(1):4–18.
Xu, Y., Huang, Y.-M., Shadiev, R., e Huang, Y.-T. (2024). The impact of a digital game-based ai chatbot on college students’ academic performance and higher-order thinking skills. Applied Sciences, 14(21):11135.
Publicado
29/09/2026
Como Citar
MARTINS, Ivan Ferreira; CARVALHO, Sergio Teixeira de; BERRETTA, Luciana de Oliveira.
Feedback Pedagógico e Adaptativo em Jogos Sérios: Uma Revisão Sistemática com foco em Pensamento Computacional e Equidade de Gênero. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2444-2455.
DOI: https://doi.org/10.5753/sbgames.2026.26360.
