Entre o Círculo Mágico e a Sala de Aula: Fundamentos Pedagógicos para o Design de Jogos Sérios
Resumo
Introdução: Nos últimos anos, a Aprendizagem Baseada em Jogos Digitais e os jogos sérios consolidaram-se como abordagens promissoras para promover motivação, engajamento e aprendizagem. Objetivo: Discutir o alinhamento entre teorias da aprendizagem e mecânicas de jogo, propondo um quadro conceitual para fundamentar o design de jogos sérios. Metodologia: O estudo adota uma abordagem teórico-conceitual baseada em referenciais seminais identificados por busca exploratória da literatura, articulados por meio de categorização temática reflexiva das obras seminais em psicologia cognitiva, teorias da aprendizagem e game studies. Resultados: Propõe-se o modelo PLACE (Pedagogical Layers for Adaptive and Contextual Engagement), composto por cinco eixos: Contexto; Energia; Estrutura; Regulação; e Transferência, que integram princípios pedagógicos e elementos de game design. O modelo fornece a base conceitual para o desenvolvimento de arquiteturas de feedback adaptativo em jogos sérios.
Palavras-chave:
Jogos sérios, Aprendizagem baseada em jogos digitais, Feedback formativo, Design de jogos, Tecnologia educacional
Referências
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Bardzell, J. e Bardzell, S. (2016). Humanistic hci. Interactions, 23(2):20–29.
Belenky, D. M. e Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21(3):399–432.
Carvalho, M. B., Bellotti, F., Berta, R., De Gloria, A., Islas Sedano, C., Baalsrud Hauge, J., Hu, J., e Rauterberg, M. (2015). An activity theory-based model for serious games analysis and conceptual design. Computers & Education, 87:166–181.
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Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., e Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2):661–686.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row, New York, NY, USA.
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Gagné, R. M. (1968). Contributions of learning to human development. Psychological Review, 75(3):177–191.
Gagné, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart and Winston, 4th edition.
Gee, J. P. (2005). Why video games are good for your soul: Pleasure and learning. Common Ground Publishing.
Hattie, J. e Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Johnson, C. I., Bailey, S. K. T., e Van Buskirk, W. L. (2017). Designing effective feedback messages in serious games and simulations: A research review. In Wouters, P. e van Oostendorp, H., editors, Instructional Techniques to Facilitate Learning and Motivation of Serious Games, pages 119–140. Springer, Cham.
Karakoç, B., Eryılmaz, K., Özpolat, E. T., e Yıldırım, I. (2022). The effect of game-based learning on student achievement: A meta-analysis study. Technology, Knowledge and Learning, 27(1):1–16.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4):333–369.
Paas, F., Van Gog, T., e Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22:115–121.
Plass, J. L., Homer, B. D., e Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4):258–283.
Plass, J. L., Mayer, R. E., e Homer, B. D., editors (2020). Handbook of game-based learning. MIT Press.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., e Isotani, S. (2021). Gamification works, but how and to whom? an experimental study in the context of programming lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pages 184–190.
Salen, K. e Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. MIT Press, Cambridge, MA, USA.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1):153–189.
Sweller, J., Van Merrienboer, J. J. G., e Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10:251–296.
Toda, A. M., Valle, P. H. D., e Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In Higher Education for All: From Challenges to Novel Technology-Enhanced Solutions, Communications in Computer and Information Science, pages 143–156. Springer.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wermann, C., Avila, K. E., André, S., et al. (2026). Ai-based verbal and visual scaffolding in a serious game: Effects on learning and cognitive load. arXiv.
Almeida, Fernando, B.-Z. F. A. (2021). Exploring the role of a serious game in developing employability skills in higher education. Education + Training.
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S., Louchart, S., Suttie, N., Berta, R., e De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2):391–411.
Bainbridge, K., Shute, V., Rahimi, S., Liu, Z., Slater, S., Baker, R. S., e D’Mello, S. K. (2022). Does embedding learning supports enhance transfer during game-based learning? Learning and Instruction, 77:101547.
Bardzell, J. e Bardzell, S. (2016). Humanistic hci. Interactions, 23(2):20–29.
Belenky, D. M. e Nokes-Malach, T. J. (2012). Motivation and transfer: The role of mastery-approach goals in preparation for future learning. Journal of the Learning Sciences, 21(3):399–432.
Carvalho, M. B., Bellotti, F., Berta, R., De Gloria, A., Islas Sedano, C., Baalsrud Hauge, J., Hu, J., e Rauterberg, M. (2015). An activity theory-based model for serious games analysis and conceptual design. Computers & Education, 87:166–181.
Catalano, C. E., Luccini, A. M., e Mortara, M. (2014). Guidelines for an effective design of serious games. International Journal of Serious Games, 1(1):1–14.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., e Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2):661–686.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row, New York, NY, USA.
Deci, E. L. e Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4):227–268.
Gagné, R. M. (1968). Contributions of learning to human development. Psychological Review, 75(3):177–191.
Gagné, R. M. (1985). The conditions of learning and theory of instruction. Holt, Rinehart and Winston, 4th edition.
Gee, J. P. (2005). Why video games are good for your soul: Pleasure and learning. Common Ground Publishing.
Hattie, J. e Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Johnson, C. I., Bailey, S. K. T., e Van Buskirk, W. L. (2017). Designing effective feedback messages in serious games and simulations: A research review. In Wouters, P. e van Oostendorp, H., editors, Instructional Techniques to Facilitate Learning and Motivation of Serious Games, pages 119–140. Springer, Cham.
Karakoç, B., Eryılmaz, K., Özpolat, E. T., e Yıldırım, I. (2022). The effect of game-based learning on student achievement: A meta-analysis study. Technology, Knowledge and Learning, 27(1):1–16.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4):333–369.
Paas, F., Van Gog, T., e Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22:115–121.
Plass, J. L., Homer, B. D., e Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4):258–283.
Plass, J. L., Mayer, R. E., e Homer, B. D., editors (2020). Handbook of game-based learning. MIT Press.
Rodrigues, L., Toda, A. M., Oliveira, W., Palomino, P. T., Avila-Santos, A. P., e Isotani, S. (2021). Gamification works, but how and to whom? an experimental study in the context of programming lessons. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pages 184–190.
Salen, K. e Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals. MIT Press, Cambridge, MA, USA.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1):153–189.
Sweller, J., Van Merrienboer, J. J. G., e Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10:251–296.
Toda, A. M., Valle, P. H. D., e Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In Higher Education for All: From Challenges to Novel Technology-Enhanced Solutions, Communications in Computer and Information Science, pages 143–156. Springer.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wermann, C., Avila, K. E., André, S., et al. (2026). Ai-based verbal and visual scaffolding in a serious game: Effects on learning and cognitive load. arXiv.
Publicado
29/09/2026
Como Citar
MARTINS, Ivan Ferreira; CARVALHO, Sergio Teixeira de; BERRETTA, Luciana de Oliveira.
Entre o Círculo Mágico e a Sala de Aula: Fundamentos Pedagógicos para o Design de Jogos Sérios. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2467-2477.
DOI: https://doi.org/10.5753/sbgames.2026.26373.
