Instructional Digital Game for Prevention of COVID-19 Contagion
Resumo
Introduction: During the COVID-19 pandemic, several educational strategies were developed to raise awareness about preventive measures. Among these, digital games emerged as accessible and interactive tools capable of reaching diverse audiences and promoting meaningful learning. Objective: To develop and evaluate the digital game Linha de Frente as an educational tool to illustrate how user behavior influences the spread of COVID-19. Methodology: The game was designed as a puzzle for mobile platforms to ensure broad accessibility. Its narrative follows a young nurse working in a hospital during the pandemic. The gameplay consists of scenarios in which users must apply biosafety measures, simulating real-life infection-prevention situations. User testing was conducted to assess comprehension and the game’s educational impact. Results: The results demonstrated a positive impact on knowledge acquisition, helping to demystify aspects of virus transmission, including among healthcare professionals. Furthermore, the game gained widespread acceptance as a learning method, even among individuals not accustomed to playing digital games.
Palavras-chave:
Serious games, Game-based learning, Public health education, Games on health
Referências
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Rodrigues, C. M. et al. (2019). Pula carrapato: o game como ferramenta comunicacional em saúde.
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Arbianingsih, Utario, Y., Rustina, Y., Krianto, T., e Ayubi, D. (2018). Arbi care application increases preschool children’s hand-washing self-efficacy among preschool children. Enfermería Clínica, 28:27–30.
Bonnechère, B., Jansen, B., Omelina, L., e Van Sint Jan, S. (2016). The use of commercial video games in rehabilitation: A systematic review. International Journal of Rehabilitation Research, 39(4):277–290.
Borges, B. et al. (2019). Experiência do usuário em jogos digitais: uma catalogação de instrumentos de avaliação. In Anais do 1º Workshop on Interaction and User Research in Game Development, pages 69–78. SBC.
Campos, T. R. e Ramos, D. K. (2020). O uso de jogos digitais no ensino de ciências naturais e biologia: uma revisão sistemática de literatura. Revista Electrónica de Enseñanza de las Ciencias, 19(2):450–473.
Chang, S., Pierson, E., Koh, P. W., Gerardin, J., Redbird, B., Grusky, D., e Leskovec, J. (2020). Mobility network models of covid-19 explain inequities and inform reopening. Nature, 589(7840):82–87.
Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. Harper Perennial, New York, NY.
De Matos, R. C. (2020). Fake news frente a pandemia de covid-19. Vigilância Sanitária em Debate: Sociedade, Ciência e Tecnologia, 8(3):78–85.
De Souza, T. S. et al. (2020). Mídias sociais e educação em saúde: o combate às fake news na pandemia da covid-19. Enfermagem em Foco, 11(1).
Dos Santos, C. A. et al. (2017). Jogos sérios em ambiente virtual para ensino-aprendizagem na saúde. Revista Rene, 18(5):702–709.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Comput. Entertain., 1(1):20.
Gentry, S. V., Gauthier, A., L’Estrade Ehrstrom, B., Wortley, D., Lilienthal, A., Tudor Car, L., Dauwels-Okutsu, S., Nikolaou, C. K., Zary, N., Campbell, J., e Car, J. (2019). Serious gaming and gamification education in health professions: Systematic review. Journal of Medical Internet Research, 21(3):e12994.
Hunicke, R. (2005). The case for dynamic difficulty adjustment in games. In Proceedings of the 2005 ACM SIGCHI International Conference on Advances in Computer Entertainment Technology, pages 429–433.
Juul, J. (2011). Half-real: Video games between real rules and fictional worlds. MIT Press.
Lee, L. Y.-K. et al. (2020). Practice and technique of using face mask amongst adults in the community: a cross-sectional descriptive study. BMC Public Health, 20(1):1–11.
Lewandowsky, S., Ecker, U. K. H., e Cook, J. (2017). Beyond misinformation: Understanding and coping with the “post-truth” era. Journal of Applied Research in Memory and Cognition, 6(4):353–369.
Lima, M. A. et al. (2023). Jogos didáticos no ensino de ciências: um panorama da produção encontrada na biblioteca digital brasileira de teses e dissertações. Revista de Ensino, Educação e Ciências Humanas, 24(3):327–334.
Luenberger, D. G. (1979). Introduction to dynamic systems: theory, models, and applications. Wiley, New York.
McGuire, W. J. (1964). Inducing resistance to persuasion. some contemporary approaches. C. C. Haaland and W. O. Kaelber (Eds.), Self and Society. An Anthology of Readings, Lexington, Mass. (Ginn Custom Publishing) 1981, pp. 192-230.
MultiRio (2020a). Pode ou não pode? [link] [Accessed: 2023-05-29].
MultiRio (2020b). Quiz rio contra o corona. [link] [Accessed: 2023-05-29].
Ochani, R. et al. (2021). Covid-19 pandemic: from origins to outcomes. a comprehensive review of viral pathogenesis, clinical manifestations, diagnostic evaluation, and management. Infez Med, 29(1):20–36.
Pollard, C. A. et al. (2020). A pandemia covid-19: uma crise de saúde global. Genômica Fisiológica, 52(11):549–557.
Ribeiro, C. C. M. et al. (2022). Os jogos e educação popular em saúde: uma revisão bibliográfica dos jogos educativos no contexto da pandemia da covid-19. Revista Práxis, 14(27).
Rodrigues, C. M. et al. (2019). Pula carrapato: o game como ferramenta comunicacional em saúde.
Roozenbeek, J. e van der Linden, S. (2019). Fake news game confers psychological resistance against online misinformation. Palgrave Communications, 5(1).
Schell, J. (2008). The Art of Game Design: A book of lenses. CRC Press.
Shi, Y. et al. (2020). An overview of covid-19. Journal of Zhejiang University. Science. B, 21(5):343.
Shute, V. J. e Rahimi, S. (2021). Stealth assessment of creativity in a physics video game. Computers in Human Behavior, 116:106647.
Sánchez, J. L. G. et al. (2012). Playability: analysing user experience in video games. Behaviour & Information Technology, 31(10):1033–1054.
Talic, S. et al. (2021). Effectiveness of public health measures in reducing the incidence of covid-19, sars-cov-2 transmission, and covid-19 mortality: systematic review and meta-analysis. BMJ, 375.
Vard, A., Rahani, V., e Najafi, M. (2018). Claustrophobia game: Design and development of a new virtual reality game for treatment of claustrophobia. Journal of Medical Signals amp; Sensors, 8(4):231.
Publicado
29/09/2026
Como Citar
GOMES, Stéphanie; COSTA, Izack; SILVA, Juliana; CARVALHO, Ana; SILVA JUNIOR, Jose Ricardo da.
Instructional Digital Game for Prevention of COVID-19 Contagion. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2741-2752.
DOI: https://doi.org/10.5753/sbgames.2026.25300.
