Games for Reflection on the efects of Corruption: A Framework Design, Play and Experience approach
Abstract
Corruption affects different layers of society worldwide, being considered a phenomenon linked to inequalities and the precariousness of public services. In this scenario where the population is the biggest victim, the idea arises of using serious games as support tools to raise awareness of the people, aiming to strengthen the figure of the citizen as a state inspector. Game designers seek solutions to make games aimed at learning and reflecting on corruption. This article proposes an adaptation of the Design Play and Experience framework carried out through the intersection with the reflection process and guided by the mapping of learning objectives of Bloom’s Taxonomy. This work demonstrates the game design using our research proposal, and we evaluate it through a quasi-experimental study. As a result, we observed evidence that players were dissatisfied and have reflected on the game’s situations.
Keywords:
Corruption, Serious Games, Design of Games for Reflection, DPE framework
References
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Masini, E. F. S. (2010). Aprendizagem por compreensão e reflexão. Aprendendo significativamente: uma construção colaborativa em ambientes de ensino presencial e virtual. São Paulo: Vetor, pages 14–36.
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Savickiene, I. (2010). Conception of learning outcomes in the bloom’s taxonomy affective domain. Quality of Higher Education, 7:37–59.
Shleifer, A. e Vishny, R. W. (1993). Corruption. The quarterly journal of economics, 108(3):599–617.
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Asadoorian, M. O. e Kantarelis, D. (2005). Essentials of inferential statistics. University Press of America.
Atkins, S. e Murphy, K. (1993). Reflection: a review of the literature. Journal of advanced nursing, 18(8):1188–1192.
Benesty, J., Chen, J., Huang, Y., e Cohen, I. (2009). Pearson correlation coefficient. In Noise reduction in speech processing, pages 1–4. Springer.
Campbell, D. T. e Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio books.
Classe, T. M., Sirqueira, T. F. M., Silva, A. W., Barbara, D. A., da Silva, H., de Souza Quetz.
K., Pereira, P. P. C., Rodrigues, R. R. S., Duque, Y. L. T., e de Almeida, V. H. (2018). Jogos para os cidadãos. Jornal Eletrônico Faculdade Vianna Júnior, 10(1):16–16.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3):297–334.
Dewey, J. (1910). How we think. Boston: DC Heath & Co Publishers.
Dewey, J. (1938). Experience and education. new york: touchstone. Original work published, 1997.
Ferraz, A. P. d. C. M. e Belhot, R. V. (2010). Taxonomia de bloom: revisão teórica e apresentação das adequações do instrumento para definição de objetivos instrucionais. Gestão & produção, 17:421–431.
Filgueiras, F. (2009). A tolerância à corrupção no brasil: uma antinomia entre normas morais e prática social. Opinião Pública, 15(2):386–421.
Flintham, M., Hyde, R., Tennent, P., Meyer-Sahling, J.-H., e Moran, S. (2020). Now wash your hands: Understanding food legislation compliance in a virtual reality restaurant kitchen. In Symposium on Computer-Human Interaction in Play, pages 169–180.
García, P. J. (2019). Corruption in global health: the open secret. The Lancet, 394(10214):2119–2124.
Hunicke, R., LeBlanc, M., Zubek, R., et al. (2004). Mda: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI, volume 4, page 1722. San Jose, CA.
Jarvis, P. (1987). Meaningful and meaningless experience: Towards an analysis of learning from life. Adult education quarterly, 37(3):164–172.
Laurance, W. F. (2004). The perils of payoff: corruption as a threat to global biodiversity. Trends in Ecology & Evolution, 19(8):399–401.
Masini, E. F. S. (2010). Aprendizagem por compreensão e reflexão. Aprendendo significativamente: uma construção colaborativa em ambientes de ensino presencial e virtual. São Paulo: Vetor, pages 14–36.
Meloni, M., Allegretti, G., e Antunes, S. (2018). Participlaying: a reflection on gamification techniques from the standpoint of participatory budgeting. Hope for democracy: 30 years of participatory budgeting worldwide, pages 566–587.
Mezirow, J. (1991). Transformative dimensions of adult learning. ERIC.
Petri, G., von Wangenheim, C. G., e Borgatto, A. F. (2019). Meega+: Um modelo para a avaliação de jogos educacionais para o ensino de computação. Revista Brasileira de Informática na Educação, 27(03):52–81.
Savickiene, I. (2010). Conception of learning outcomes in the bloom’s taxonomy affective domain. Quality of Higher Education, 7:37–59.
Shleifer, A. e Vishny, R. W. (1993). Corruption. The quarterly journal of economics, 108(3):599–617.
Taucei, B. (2019). Endo-gdc: Desenvolvimento de um game design canvas para concepção de jogos educativos endógenos. Diss. de mestr. Rio de Janeiro, Brasil: Programa de Engenharia de Sistemas e Computação, COPPE/UFRJ.
Theodorou, A., Bandt-Law, B., e Bryson, J. J. (2019). The sustainability game: Ai technology as an intervention for public understanding of cooperative investment. In 2019 IEEE Conference on Games (CoG), pages 1–4. IEEE.
Trevisan, A. L. e Amaral, R. G. d. (2016). A taxionomia revisada de bloom aplicada à avaliação: um estudo de provas escritas de matemática. Ciência & Educação (Bauru), 22:451–464.
Winn, B. M. (2009). The design, play, and experience framework. In Handbook of research on effective electronic gaming in education, pages 1010–1024. IGI Global.
Published
2022-10-24
How to Cite
ABREU, Vinicius Santos de; CLASSE, Tadeu Moreira de.
Games for Reflection on the efects of Corruption: A Framework Design, Play and Experience approach. In: ART & DESIGN TRACK – FULL PAPERS - BRAZILIAN SYMPOSIUM ON COMPUTER GAMES AND DIGITAL ENTERTAINMENT (SBGAMES), 21. , 2022, Natal/RN.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 79-88.
DOI: https://doi.org/10.5753/sbgames_estendido.2022.225685.
