Sorrow Is End: Um Jogo Sério Voltado à Saúde Mental Ambientado em um Cenário de Ficção Científica por meio de um Ecossistema Social Generativo
Resumo
Introdução: Aplicados em diversos contextos sociais, os Serious Games exigem ferramentas de game design capazes de fomentar uma motivação contínua para o jogador. Nesse cenário, a Inteligência Artificial Generativa destaca-se como ferramenta promissora capaz de auxiliar nesse processo. Objetivo: Apresentar o protótipo de um Serious Game (Sorrow Is End) suportado por um Ecossistema Social Generativo focado em narrativas de saúde mental. Metodologia: A IA generativa foi integrada à lógica do jogo de modo a estabelecer localidades, diálogos e uma agente virtual de apoio. Essa personagem processa as emoções em linguagem natural do jogador, guiando diálogos e materializando o ecossistema virtual. Resultados: O protótipo apresentou possibilidades com a integração da IA Generativa ao Game Design de Serious Games na forma de uma agente virtual capaz de esboçar empatia coerente com seu estado interno, bem como gerenciar tarefas complexas do jogo, e estabelecendo um ambiente responsivo, exclusivo e dinâmico.
Palavras-chave:
Serious Games, Inteligência Artificial Generativa, NPCs, Saúde Mental, Game Design
Referências
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Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. Optimal experience: Psychological studies of flow in consciousness, 2:15–35.
Elyoseph, Z., Gur, T., Haber, Y., Simon, T., Angert, T., Navon, Y., Tal, A., e Asman, O. (2024). An ethical perspective on the democratization of mental health with generative ai. JMIR Mental Health, 11:e58011.
Halder, S., Roy, A., e Chakraborty, P. (2010). The influence of personality traits on information seeking behaviour of students. Malaysian Journal of Library and Information Science, 15(1):41–53.
Hsiao, H.-C. (2007). A brief review of digital games and learning. In 2007 first IEEE international workshop on digital game and intelligent toy enhanced learning (DIGITEL’07), pages 124–129. IEEE.
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Moon, J., Lee, U., Koh, J., Jeong, Y., Lee, Y., Byun, G., e Lim, J. (2024). Generative artificial intelligence in educational game design: Nuanced challenges, design implications, and future research. Technology, Knowledge and Learning, pages 1–13.
Rodrigues, V. e Silva, F. (2024). Learning through the dialogue with npcs using generative ai. In 2024 International Conference on Graphics and Interaction (ICGI), pages 1–5. IEEE.
Schwartz, S. H. (2005). Basic human values : An overview.
Sloan, R. (2015). gemiVirtual character design. Taylor & Francis Group, Boca Raton.
Song, M. e Zhang, S. (2008). EFM: A model for educational game design. In International Conference on Technologies for E-Learning and Digital Entertainment, pages 509–517. Springer.
Alvarez, J. (2007). Du jeu vidéo au serious game: approches culturelle, pragmatique et formelle. PhD thesis, Université Toulouse.
Bargh, J. A., Gollwitzer, P. M., e Oettingen, G. (2010). Motivation, chapter 8. John Wiley Sons, Ltd.
Chien, C.-C., Chan, H.-Y., e Hou, H.-T. (2024). Learning by playing with generative ai: design and evaluation of a role-playing educational game with generative ai as scaffolding for instant feedback interaction. Journal of Research on Technology in Education, pages 1–20.
Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. Optimal experience: Psychological studies of flow in consciousness, 2:15–35.
Elyoseph, Z., Gur, T., Haber, Y., Simon, T., Angert, T., Navon, Y., Tal, A., e Asman, O. (2024). An ethical perspective on the democratization of mental health with generative ai. JMIR Mental Health, 11:e58011.
Halder, S., Roy, A., e Chakraborty, P. (2010). The influence of personality traits on information seeking behaviour of students. Malaysian Journal of Library and Information Science, 15(1):41–53.
Hsiao, H.-C. (2007). A brief review of digital games and learning. In 2007 first IEEE international workshop on digital game and intelligent toy enhanced learning (DIGITEL’07), pages 124–129. IEEE.
Mittal, U., Sai, S., Chamola, V., e Sangwan, D. (2024). A comprehensive review on generative ai for education. IEEE Access, 12:142733–142759.
Moon, J., Lee, U., Koh, J., Jeong, Y., Lee, Y., Byun, G., e Lim, J. (2024). Generative artificial intelligence in educational game design: Nuanced challenges, design implications, and future research. Technology, Knowledge and Learning, pages 1–13.
Rodrigues, V. e Silva, F. (2024). Learning through the dialogue with npcs using generative ai. In 2024 International Conference on Graphics and Interaction (ICGI), pages 1–5. IEEE.
Schwartz, S. H. (2005). Basic human values : An overview.
Sloan, R. (2015). gemiVirtual character design. Taylor & Francis Group, Boca Raton.
Song, M. e Zhang, S. (2008). EFM: A model for educational game design. In International Conference on Technologies for E-Learning and Digital Entertainment, pages 509–517. Springer.
Publicado
29/09/2026
Como Citar
ROCHA, Thiago C.; BARBOSA, Daniel M..
Sorrow Is End: Um Jogo Sério Voltado à Saúde Mental Ambientado em um Cenário de Ficção Científica por meio de um Ecossistema Social Generativo. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2701-2711.
DOI: https://doi.org/10.5753/sbgames.2026.24025.
