Balancing Pedagogy, Emotions and Game Design in Serious Game Development
Resumo
Serious games and game-based learning approaches have been shown to provide effective learning outcomes in various contexts. However, the design of games with educational purposes is not an easy feat, since many aspects must be considered during development: pedagogical theories, learning mechanics, game elements, player experience, and affective, cognitive and behavioral outcomes. The balance of these aspects is one of the greatest challenges both game designers and educators must face in the next few years, especially considering the impact of previously neglected areas, such as the importance of emotions in learning. This work outlines the complexities of this challenge and suggests possible solutions based on high-impact studies to create quality games that excel both in player experience and learning.
Palavras-chave:
serious games, game design, emotional design, game-based learning, human-computer interaction
Referências
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J. L. Plass, B. D. Homer, and C. K. Kinzer, “Foundations of Game-Based Learning”, Educational Psychologist, vol. 50, no. 4, pp. 258–283, 2015
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Pekrun and E. J. Stephens, “Achievement Emotions: A Control-Value Approach”, Social and Personality Psychology Compass, vol. 4, no. 4,pp. 238–255, 2010
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G. Hookham and K. Nesbitt, “A Systematic Review of the Definition and Measurement of Engagement in Serious Games”, Proceedings of the Australasian Computer Science Week Multiconference, ser. ACSW2019. Sydney, NSW, Australia: Association for Computing Machinery, 2019
Hamari and L. Keronen, “Why do people play games? A meta-analysis”, International Journal of Information Management, vol. 37,pp. 125–141, 2017
P. Chalki, T. A. Mikropoulos, and A. Tsiara, “A Delphi Study on the Design of Digital Educational Games", Universal Access in Human-Computer Interaction. Cham: Springer International Publishing, pp. 433–444, 2019.
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P. Oliveira, L. Fontoura, and R. D. Medina, “Metodologias Usadas no Desenvolvimento de Jogos Eletrônicos Educacionais: Uma Revisão da Literatura”, Anais do Simpósio Brasileiro de Informática na Educação, pp. 542–551, 2020.
R. I. Clarke, J. H. Lee, and N. Clark, “Why Video Game Genres Fail:A Classificatory Analysis”, Games and Culture, vol. 12, no. 5, pp. 445–465, 2017
R. Hunicke, M. Leblanc, and R. Zubek, “MDA: A Formal Approach toGame Design and Game Research”, AAAI Workshop - Technical Report,vol. 1, 2004.
W. Walk, D. Görlich, and M. Barrett, “Design, Dynamics, Experience (DDE): An Advancement of the MDA Framework for Game Design”, Game Dynamics: Best Practices in Procedural and Dynamic Game Content Generation. Cham: Springer International Publishing, 2017
B. M. Winn, “The Design, Play, and Experience Framework”, Handbook of Research on Effective Electronic Gaming in Education, p. 19, 2009
S. Nebel, S. Schneider, J. Schledjewski, and G. D. Rey, “Goal-Setting in Educational Video Games: Comparing Goal-Setting Theory and the Goal-Free Effect”, Simulation & Gaming, vol. 48, no. 1, pp. 98–130, 2017
S. Arnab, T. Lim, M. B. Carvalho, F. Bellotti, S. d. Freitas, S. Louchart,N. Suttie, R. Berta, and A. D. Gloria, “Mapping learning and gamemechanics for serious games analysis”, British Journal of Educational Technology, vol. 46, no. 2, pp. 391–411, 2015
Lameras, S. Arnab, I. Dunwell, C. Stewart, S. Clarke, and P. Petridis,“Essential features of serious games design in higher education: Linking learning attributes to game mechanics”, British Journal of EducationalTechnology, vol. 48, no. 4, pp. 972–994, 2017
N. Shabihi, F. Taghiyareh, and M. H. Abdoli, “Analyzing the effect of game elements in e-learning environments through MBTI-based personalization”, 2016 8th International Symposium on Telecommunications(IST), pp. 612–618, 2016
R. E. Paulin, A. L. Battaiola, and M. M. Alves, “The Study of the Relations between the BrainHex Player Profiles, MBTI Psychological Types and Emotions as Means to Enhance User Experience”, Design,User Experience, and Usability, pp. 732–741. 2014
M. A. Khenissi, F. Essalmi, M. Jemni, Kinshuk, S. Graf, and N.-S. Chen,“Relationship between learning styles and genres of games”, Computers& Education, vol. 101, pp. 1–14, 2016
K. Loderer, R. Pekrun, and J. Plass, “Emotional foundations of game-based learning”, in Handbook of Game-Based Learning, 1st ed. Cambridge, MA: The MIT Press, 2019, pp. 111–151
L. Plass, B. D. Homer, A. MacNamara, T. Ober, M. C. Rose, S. Pawar,C. M. Hovey, and A. Olsen, “Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters”, Learning and Instruction,vol. 70, 2020.
M. Uzun and Z. Y?ld?r?m, “Exploring the effect of using different levels of emotional design features in multimedia science learning”, Computers & Education, vol. 119, pp. 112–128, 2018
V. Riemer and C. Schrader, “Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring”, Frontiers in Psychology, vol. 10, p. 899, 2019.
A. Hevner, A. R, S. March, S. T, Park, J. Park, Ram, and Sudha, “Design Science in Information Systems Research”, Management Information Systems Quarterly, vol. 28, p. 75, 2004.
A. Dimitriadou, N. Djafarova, O. Turetken, M. Verkuyl, and A. Ferworn,“Challenges in Serious Game Design and Development: Educators’Experiences”, Simulation & Gaming, vol. 52, no. 2, pp. 132–152, 2021
J. P. Azevedo, A. Hasan, D. Goldemberg, S. A. Iqbal, and K. Geven, Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates, ser.Policy Research Working Papers. The World Bank, 2020
S. Deterding, D. Dixon, R. Khaled, and L. Nacke, “From Game DesignElements to Gamefulness: Defining Gamification,” vol. 11, 2011, pp.9–15
O. De Troyer, “Towards effective serious games,” in2017 9th International Conference on Virtual Worlds and Games for Serious Applications(VS-Games), 2017, pp. 284–289, iSSN: 2474-0489
J. L. Plass, B. D. Homer, and C. K. Kinzer, “Foundations of Game-Based Learning”, Educational Psychologist, vol. 50, no. 4, pp. 258–283, 2015
C. Sousa and C. Costa, “Videogames as a learning tool: Is game-based learning more effective?”, Revista Lusófona de Educação, vol. 40, pp.199–240, 2018.
E. A. Boyle, T. Hainey, T. M. Connolly, G. Gray, J. Earp, M. Ott, T. Lim,M. Ninaus, C. Ribeiro, and J. Pereira, “An update to the systematicliterature review of empirical evidence of the impacts and outcomes of computer games and serious games", Computers & Education, vol. 94,pp. 178–192, 2016.
F. M. Nuyens, D. J. Kuss, O. Lopez-Fernandez, and M. D. Griffiths, “The Empirical Analysis of Non-problematic Video Gaming and Cognitive Skills: A Systematic Review”, International Journal of Mental Healthand Addiction, vol. 17, no. 2, pp. 389–414, 2019.
R. L. Lamb, L. Annetta, J. Firestone, and E. Etopio, “A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations”, Computers in Human Behavior, vol. 80, pp. 158–167,2018.
Ralph and K. Monu, “Toward a Unified Theory of Digital Games”, The Computer Games Journal, vol. 4, no. 1-2, pp. 81–100, 2015
Pekrun and E. J. Stephens, “Achievement Emotions: A Control-Value Approach”, Social and Personality Psychology Compass, vol. 4, no. 4,pp. 238–255, 2010
J. L. Plass and U. Kaplan, “Emotional Design in Digital Media for Learning”, Emotions, Technology, Design, and Learning. Elsevier, pp. 131–161, 2016
G. Hookham and K. Nesbitt, “A Systematic Review of the Definition and Measurement of Engagement in Serious Games”, Proceedings of the Australasian Computer Science Week Multiconference, ser. ACSW2019. Sydney, NSW, Australia: Association for Computing Machinery, 2019
Hamari and L. Keronen, “Why do people play games? A meta-analysis”, International Journal of Information Management, vol. 37,pp. 125–141, 2017
P. Chalki, T. A. Mikropoulos, and A. Tsiara, “A Delphi Study on the Design of Digital Educational Games", Universal Access in Human-Computer Interaction. Cham: Springer International Publishing, pp. 433–444, 2019.
S. Theodosiou and I. Karasavvidis, “Serious games design: A mapping of the problems novice game designers experience in designing games,”Journal of e-Learning and Knowledge Society, vol. 11, no. 3, 2015
W.-H. Wu, H.-C. Hsiao, P.-L. Wu, C.-H. Lin, and S.-H. Huang, “Investigating the learning-theory foundations of game-based learning: a meta-analysis”, Journal of Computer Assisted Learning, vol. 28, no. 3,pp. 265–279, 2012
U. Bakan and U. Bakan, “Game-Based Learning Studies in Education Journals: A Systematic Review of Recent Trends”, Actualidades Pedagógicas, no. 72, pp. 119–145, 2018
M. M. P. Linhares, T. d. S. G. Cardoso, D. S. Lopes-Jr, and C. Zukowsky-Tavares, “Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching”, Journal of Education for Teaching, vol. 46, no. 4, pp. 554–564,2020.
R. N. R. d. Oliveira, R. P. Cardoso, J. C. B. Braga, and R. V. d.Rocha, “Frameworks para Desenvolvimento de Jogos Educacionais: uma revisão e comparação de pesquisas recentes”, Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), vol. 29, no. 1, p. 854, 2018
F. d. O. Melle, J. C. B. Braga, and I. Stiubiener, “Estudo sobre metodologias de desenvolvimento de jogos digitais educacionais: Revisão Sistemática da Literatura”, Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), vol. 30, no. 1, p. 1052, 2019
R. Melo, F. Pires, P. Lima, M. Pessoa, and D. B. F. d. Oliveira,“Metodologias para a criação de jogos educacionais: um Mapeamento Sistemático da Literatura”, Anais do Simpósio Brasileiro de Informática na Educação, pp. 572–581, 2020
P. Oliveira, L. Fontoura, and R. D. Medina, “Metodologias Usadas no Desenvolvimento de Jogos Eletrônicos Educacionais: Uma Revisão da Literatura”, Anais do Simpósio Brasileiro de Informática na Educação, pp. 542–551, 2020.
R. I. Clarke, J. H. Lee, and N. Clark, “Why Video Game Genres Fail:A Classificatory Analysis”, Games and Culture, vol. 12, no. 5, pp. 445–465, 2017
R. Hunicke, M. Leblanc, and R. Zubek, “MDA: A Formal Approach toGame Design and Game Research”, AAAI Workshop - Technical Report,vol. 1, 2004.
W. Walk, D. Görlich, and M. Barrett, “Design, Dynamics, Experience (DDE): An Advancement of the MDA Framework for Game Design”, Game Dynamics: Best Practices in Procedural and Dynamic Game Content Generation. Cham: Springer International Publishing, 2017
B. M. Winn, “The Design, Play, and Experience Framework”, Handbook of Research on Effective Electronic Gaming in Education, p. 19, 2009
S. Nebel, S. Schneider, J. Schledjewski, and G. D. Rey, “Goal-Setting in Educational Video Games: Comparing Goal-Setting Theory and the Goal-Free Effect”, Simulation & Gaming, vol. 48, no. 1, pp. 98–130, 2017
S. Arnab, T. Lim, M. B. Carvalho, F. Bellotti, S. d. Freitas, S. Louchart,N. Suttie, R. Berta, and A. D. Gloria, “Mapping learning and gamemechanics for serious games analysis”, British Journal of Educational Technology, vol. 46, no. 2, pp. 391–411, 2015
Lameras, S. Arnab, I. Dunwell, C. Stewart, S. Clarke, and P. Petridis,“Essential features of serious games design in higher education: Linking learning attributes to game mechanics”, British Journal of EducationalTechnology, vol. 48, no. 4, pp. 972–994, 2017
N. Shabihi, F. Taghiyareh, and M. H. Abdoli, “Analyzing the effect of game elements in e-learning environments through MBTI-based personalization”, 2016 8th International Symposium on Telecommunications(IST), pp. 612–618, 2016
R. E. Paulin, A. L. Battaiola, and M. M. Alves, “The Study of the Relations between the BrainHex Player Profiles, MBTI Psychological Types and Emotions as Means to Enhance User Experience”, Design,User Experience, and Usability, pp. 732–741. 2014
M. A. Khenissi, F. Essalmi, M. Jemni, Kinshuk, S. Graf, and N.-S. Chen,“Relationship between learning styles and genres of games”, Computers& Education, vol. 101, pp. 1–14, 2016
K. Loderer, R. Pekrun, and J. Plass, “Emotional foundations of game-based learning”, in Handbook of Game-Based Learning, 1st ed. Cambridge, MA: The MIT Press, 2019, pp. 111–151
L. Plass, B. D. Homer, A. MacNamara, T. Ober, M. C. Rose, S. Pawar,C. M. Hovey, and A. Olsen, “Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters”, Learning and Instruction,vol. 70, 2020.
M. Uzun and Z. Y?ld?r?m, “Exploring the effect of using different levels of emotional design features in multimedia science learning”, Computers & Education, vol. 119, pp. 112–128, 2018
V. Riemer and C. Schrader, “Mental Model Development in Multimedia Learning: Interrelated Effects of Emotions and Self-Monitoring”, Frontiers in Psychology, vol. 10, p. 899, 2019.
A. Hevner, A. R, S. March, S. T, Park, J. Park, Ram, and Sudha, “Design Science in Information Systems Research”, Management Information Systems Quarterly, vol. 28, p. 75, 2004.
A. Dimitriadou, N. Djafarova, O. Turetken, M. Verkuyl, and A. Ferworn,“Challenges in Serious Game Design and Development: Educators’Experiences”, Simulation & Gaming, vol. 52, no. 2, pp. 132–152, 2021
Publicado
18/10/2021
Como Citar
NATUCCI, Gabriel C.; BORGES, Marcos A. F..
Balancing Pedagogy, Emotions and Game Design in Serious Game Development. In: WORKSHOP GRANDGAMESBR - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 20. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 1013-1016.
DOI: https://doi.org/10.5753/sbgames_estendido.2021.19749.
