Desenvolvimento de um Modelo de Reação a Jogos Educacionais Digitais
Resumo
Jogos educacionais digitais são uma das opções de materiais instrucionais disponíveis para ambientes educacionais virtuais, e, por mais que o objetivo principal de tais jogos seja o aprendizado, a avaliação de aspectos como a qualidade da experiência do aluno e a sua motivação de aprendizado podem passar por uma avaliação para ter uma perspectiva sobre como os alunos reagem ao jogo. Este artigo apresenta um modelo de avaliação de reação a jogos digitais educacionais, construído de forma top-down com a metodologia GQM, e de acordo com as normas de qualidade de software da família ISO-25000. A avaliação será dividida em três áreas: jogabilidade, a experiência de usuário, e a motivação do aluno.
Palavras-chave:
Modelo de Qualidade, GQM, ISO-25000, Videogame, Jogo Educacional
Referências
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Fu, F.-L., Su, R.-C., and Yu, S.-C. (2009). Egameflow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1):101–112.
Gregor, S. and Hevner, A. R. (2013). Positioning and presenting design science research for maximum impact. MIS Quarterly, 37(2):337–355.
Hunicke, R., LeBlanc, M., and Zubek, R. (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.
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Kickmeier-Rust, M. D. and Albert, D. (2010). Micro-adaptivity: Protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning, 26(2):95–105.
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Petri, G., von Wangenheim, C. G., and 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.
Pimentel, M., Filippo, D., and Santoro, F. M. (2019). Design science research: fazendo pesquisas científicas rigorosas atreladas ao desenvolvimento de artefatos computacionais projetados para a educação. Metodologia de Pesquisa em Informática na Educação: Concepção da Pesquisa. Porto Alegre: SBC.
Reis, A. P. d. S. (2020). Recomendações de design para jogos educacionais inclusivos para diferentes dispositivos. Tese de mestrado, Universidade Federal de São Carlos. Savi, R. and Ulbricht, V. R. (2008). Jogos digitais educacionais: benefícios e desafios. Renote, 6(1).
Solingen, R. and Berghout, E. (1999). The Goal/Question/Metric Method: A Practical Guide for Quality Improvement of Software Development. McGraw-Hill.
Steinmayr, R. and Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and individual differences, 19(1):80–90.
Sweetser, P. and Wyeth, P. (2005). Gameflow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3):3–3.
Sánchez, J. L. G., Vela, F. L. G., Simarro, F. M., and Padilla-Zea, N. (2012). Playability: analysing user experience in video games. Behaviour & Information Technology, 31(10):1033–1054.
Takatalo, J., Häkkinen, J., Kaistinen, J., and Nyman, G. (2010). Presence, involvement, and flow in digital games. In Evaluating user experience in games, pages 23–46. Springer.
Tokarieva, A. V., Volkova, N. P., and Harkusha, I. V. (2019). Educational digital games: models and implementation. Educational Dimension.
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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.
Xexéo, G., Mangeli, E., Silva, F., Ouriques, L., Costa, L. F. C., and Monclar, R. S. (2021). Games as information systems. In XVII Brazilian Symposium on Information Systems, Uberlândia, Brazil.
Csikszentmihalyi, M. (2000). FLOW: The Psychology of Optimal Experience. Harper-Collins. DeVellis, R. F. and Thorpe, C. T. (2021). Scale development: Theory and applications. Sage publications.
Dillon, R. (2010). On the Way to Fun: an emotion-based approach to successful game design. CRC Press.
Ekman, P. (1973). Universal facial expressions in emotion. Studia Psychologica, 15(2):140–147.
Fontoura Junior, P. H. F. (2018). Recomendações para o desenvolvimento de jogos educacionais: aspectos para a inclusão de pessoas com deficiência visual. Dissertação de mestrado, Universidade Federal de São Carlos.
Fu, F.-L., Su, R.-C., and Yu, S.-C. (2009). Egameflow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1):101–112.
Gregor, S. and Hevner, A. R. (2013). Positioning and presenting design science research for maximum impact. MIS Quarterly, 37(2):337–355.
Hunicke, R., LeBlanc, M., and Zubek, R. (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.
ISO (2018). ISO 9241-11:2018 ergonomics of human-system interaction — part 11: Usability: Definitions and concepts.
ISO (2020). ISO/IEC 25000:2014 systems and software engineering — systems and software quality requirements and evaluation (square) — guide to square.
Keller, J. M. (1987). Development and use of the arcs model of instructional design. Journal of instructional development, 10(3):2–10.
Kickmeier-Rust, M. D. and Albert, D. (2010). Micro-adaptivity: Protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning, 26(2):95–105.
Kirkpatrick, D. L. and Craig, R. (1970). Evaluation of training. Evaluation of short-term training in rehabilitation, page 35.
Korhonen, H. (2016). Evaluating playability of mobile games with the expert review method. Academic dissertation, Tampere University Press.
Koster, R. (2013). Theory of fun for game design. “O’Reilly Media, Inc.".
Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. THEORY INTO PRACTICE, 41(4).
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4):333–369.
Petri, G., von Wangenheim, C. G., and 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.
Pimentel, M., Filippo, D., and Santoro, F. M. (2019). Design science research: fazendo pesquisas científicas rigorosas atreladas ao desenvolvimento de artefatos computacionais projetados para a educação. Metodologia de Pesquisa em Informática na Educação: Concepção da Pesquisa. Porto Alegre: SBC.
Reis, A. P. d. S. (2020). Recomendações de design para jogos educacionais inclusivos para diferentes dispositivos. Tese de mestrado, Universidade Federal de São Carlos. Savi, R. and Ulbricht, V. R. (2008). Jogos digitais educacionais: benefícios e desafios. Renote, 6(1).
Solingen, R. and Berghout, E. (1999). The Goal/Question/Metric Method: A Practical Guide for Quality Improvement of Software Development. McGraw-Hill.
Steinmayr, R. and Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and individual differences, 19(1):80–90.
Sweetser, P. and Wyeth, P. (2005). Gameflow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3):3–3.
Sánchez, J. L. G., Vela, F. L. G., Simarro, F. M., and Padilla-Zea, N. (2012). Playability: analysing user experience in video games. Behaviour & Information Technology, 31(10):1033–1054.
Takatalo, J., Häkkinen, J., Kaistinen, J., and Nyman, G. (2010). Presence, involvement, and flow in digital games. In Evaluating user experience in games, pages 23–46. Springer.
Tokarieva, A. V., Volkova, N. P., and Harkusha, I. V. (2019). Educational digital games: models and implementation. Educational Dimension.
UNESCO (2022). Education: From disruption to recovery.
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.
Xexéo, G., Mangeli, E., Silva, F., Ouriques, L., Costa, L. F. C., and Monclar, R. S. (2021). Games as information systems. In XVII Brazilian Symposium on Information Systems, Uberlândia, Brazil.
Publicado
24/10/2022
Como Citar
VAZ, Alexandre; XEXÉO, Geraldo.
Desenvolvimento de um Modelo de Reação a Jogos Educacionais Digitais. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 21. , 2022, Natal/RN.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 623-632.
DOI: https://doi.org/10.5753/sbgames_estendido.2022.225417.
