K(o)mplexity: Design de um Serious Game com Integração Intrínseca para Ensino de Complexidade Algorítmica
Resumo
Introdução: A complexidade algorítmica é central na formação em Computação, mas costuma ser aprendida apenas de modo simbólico. Objetivo: Apresenta-se o K(o)mplexity, um serious game Android que representa o custo computacional por consumo de energia. Etapas: O design é analisado pelo framework Learning Mechanics and Game Mechanics (LM-GM) [Arnab et al. 2015], pela integração intrínseca [Habgood e Ainsworth 2011], pela progressão pedagógica e por três cenários de gameplay. Resultados Esperados: A análise relaciona conceitos a mecânicas de jogo e de aprendizagem e especifica objetivos e evidências por fase. Os artefatos produzidos deverão subsidiar a avaliação empírica posterior da aprendizagem e do engajamento.
Palavras-chave:
serious game, complexidade algorítmica, integração intrínseca, feedback formativo, game-based learning
Referências
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de Freitas, S., Louchart, S., Suttie, N., Berta, R., e Gloria, A. D. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2):391–411.
Battistella, P. E., von Wangenheim, C. G., von Wangenheim, A., e Martina, J. E. (2017). Design and large-scale evaluation of educational games for teaching sorting algorithms. Informatics in Education, 16(2):141–164.
Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., e Salas, E. (2012). Toward a taxonomy linking game attributes to learning: An empirical study. Simulation & Gaming, 43(6):729–760.
Choi, W. C. e Choi, I. C. (2024). The influence of CodeCombat on computational thinking in Python programming learning at primary school. In Proceedings of the 2024 5th International Conference on Education Development and Studies (ICEDS), pages 26–32. ACM.
Chuechote, S., Nokkaew, A., Phongsasithorn, A., e Laosinchai, P. (2020). A neo-piagetian analysis of algorithmic thinking development through the “sorted” digital game. Contemporary Educational Technology, 12(1):ep261.
Cutting, J. e Iacovides, I. (2022). Learning by doing: Intrinsic integration directs attention to increase learning in games. Proceedings of the ACM on Human-Computer Interaction, 6(CHI PLAY).
da Rosa, A., de Jesus, A., Igarashi, G. V., e Pereira, V. S. (2020). Iron ears: primeiras impressões de um jogo educativo para ensino de estrutura de dados lineares. In Anais do XXVIII Workshop sobre Educação em Computação (WEI), pages 31–35, Cuiabá. Sociedade Brasileira de Computação.
Genesio, N. O. S., de Oliveira, A. M., Chaves, L. J., Silva, W. A. F., e Valle, P. H. D. (2024). Um mapeamento sistemático sobre jogos educacionais digitais para o ensino-aprendizagem de estrutura de dados. In Anais do XXXV Simpósio Brasileiro de Informática na Educação (SBIE 2024), pages 819–837, Rio de Janeiro, RJ, Brasil. Sociedade Brasileira de Computação.
Habgood, M. P. J. e Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences, 20(2):169–206.
Hartness, K. (2004). Robocode: Using games to teach artificial intelligence. Journal of Computing Sciences in Colleges, 19(4):287–291.
Hattie, J. e Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Hooshyar, D., Yousefi, M., Wang, M., e Lim, H. (2018). A data-driven procedural-content-generation approach for educational games. Journal of Computer Assisted Learning, 34(6):731–739.
Kroustalli, C. e Xinogalos, S. (2021). Studying the effects of teaching programming to k-6 students through a serious game: A case study with codecombat. Education and Information Technologies, 26(4):4431–4451.
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., e Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4):972–994.
Lewis, P., Perez, E., Piktus, A., Petroni, F., Karpukhin, V., Goyal, N., Küttler, H., Lewis, M., tau Yih, W., Rocktäschel, T., Riedel, S., e Kiela, D. (2020). Retrieval-augmented generation for knowledge-intensive NLP tasks. In Advances in Neural Information Processing Systems, volume 33, pages 9459–9474. Curran Associates, Inc.
Martins, W., Honda, F., Pires, F., e Pessoa, M. (2025). OptimaCorporation: um jogo educacional interativo para redução da percepção de complexidade em problemas de otimização. In Anais do XXIV Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), pages 1910–1921, Salvador, BA. SBC.
Mayer, R. E. (2020). Multimedia Learning. Cambridge University Press, Cambridge, 3 edition.
Metaroot (2024). The farmer was replaced. [videogame].
O’Kelly, J. e Gibson, J. P. (2006). RoboCode & Problem-Based Learning: A Non-prescriptive Approach to Teaching Programming. In Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE ’06), pages 217–221, New York, NY, USA. ACM.
Pavani, R. B., Junior, M. M. C., e Aylon, L. B. R. (2023). Busca em largura e profundidade aplicado a jogos educativos: estudo de caso no projeto do jogo Graph Defender. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames). SBC.
Petula, W., Joshi, A., Tu, P., Somasundar, A., e Saha, S. (2026). DeliverC: Teaching pointers through GenAI-powered game-based learning. In Proceedings of the 57th ACM Technical Symposium on Computer Science Education (SIGCSE TS 2026), pages 838–844. ACM. arXiv:2509.14496.
Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., e Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4):1050–1066.
Proulx, J.-N., Romero, M., e Arnab, S. (2017). Learning mechanics and game mechanics under the perspective of self-determination theory to foster motivation in digital game based learning. Simulation & Gaming, 48(1):81–97.
Reid, K. N., Miralavy, I., Kelly, S., Banzhaf, W., e Gondro, C. (2021). The factory must grow: Automation in Factorio. In Proceedings of the Genetic and Evolutionary Computation Conference Companion (GECCO ’21), pages 243–244, New York, NY, USA. Association for Computing Machinery. Also available as arXiv preprint arXiv:2102.04871.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., e Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11):60–67.
Screeps LLC (2017). Screeps: World. [videogame].
Shah, A. K., Mullainathan, S., e Shafir, E. (2012). Some consequences of having too little. Science, 338(6107):682–685.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1):153–189.
Su, S., Zhang, E., Denny, P., e Giacaman, N. (2021). A game-based approach for teaching algorithms and data structures using visualizations. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21), pages 1128–1134, New York, NY, USA. ACM.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2):257–285.
Sweller, J., Ayres, P., e Kalyuga, S. (2011). Cognitive Load Theory, volume 1 of Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer, New York, NY.
Tomorrow Corporation (2015). Human resource machine. [videogame].
Tsai, F.-H., Tsai, C.-C., e Lin, K.-Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81:259–269.
von Wangenheim, C. G., Petri, G., e Borgatto, A. F. (2025). Using MEEGA/MEEGA+ for the evaluation of educational games: A retrospective. Revista Brasileira de Informática na Educação, 33:943–971.
Weintrop, D. e Wilensky, U. (2017). Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education, 18(1):1–25.
Yohannis, A. R. e Prabowo, Y. D. (2015). Sort attack: Visualization and gamification of sorting algorithm learning. In 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), pages 1–8, Skövde, Sweden. IEEE Computer Society.
Zhu, Y. (2024). DPGame: Game-based learning for dynamic programming algorithms. In Entertainment Computing – ICEC 2024, volume 15192 of Lecture Notes in Computer Science, pages 276–285. Springer.
Battistella, P. E., von Wangenheim, C. G., von Wangenheim, A., e Martina, J. E. (2017). Design and large-scale evaluation of educational games for teaching sorting algorithms. Informatics in Education, 16(2):141–164.
Bedwell, W. L., Pavlas, D., Heyne, K., Lazzara, E. H., e Salas, E. (2012). Toward a taxonomy linking game attributes to learning: An empirical study. Simulation & Gaming, 43(6):729–760.
Choi, W. C. e Choi, I. C. (2024). The influence of CodeCombat on computational thinking in Python programming learning at primary school. In Proceedings of the 2024 5th International Conference on Education Development and Studies (ICEDS), pages 26–32. ACM.
Chuechote, S., Nokkaew, A., Phongsasithorn, A., e Laosinchai, P. (2020). A neo-piagetian analysis of algorithmic thinking development through the “sorted” digital game. Contemporary Educational Technology, 12(1):ep261.
Cutting, J. e Iacovides, I. (2022). Learning by doing: Intrinsic integration directs attention to increase learning in games. Proceedings of the ACM on Human-Computer Interaction, 6(CHI PLAY).
da Rosa, A., de Jesus, A., Igarashi, G. V., e Pereira, V. S. (2020). Iron ears: primeiras impressões de um jogo educativo para ensino de estrutura de dados lineares. In Anais do XXVIII Workshop sobre Educação em Computação (WEI), pages 31–35, Cuiabá. Sociedade Brasileira de Computação.
Genesio, N. O. S., de Oliveira, A. M., Chaves, L. J., Silva, W. A. F., e Valle, P. H. D. (2024). Um mapeamento sistemático sobre jogos educacionais digitais para o ensino-aprendizagem de estrutura de dados. In Anais do XXXV Simpósio Brasileiro de Informática na Educação (SBIE 2024), pages 819–837, Rio de Janeiro, RJ, Brasil. Sociedade Brasileira de Computação.
Habgood, M. P. J. e Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. Journal of the Learning Sciences, 20(2):169–206.
Hartness, K. (2004). Robocode: Using games to teach artificial intelligence. Journal of Computing Sciences in Colleges, 19(4):287–291.
Hattie, J. e Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Hooshyar, D., Yousefi, M., Wang, M., e Lim, H. (2018). A data-driven procedural-content-generation approach for educational games. Journal of Computer Assisted Learning, 34(6):731–739.
Kroustalli, C. e Xinogalos, S. (2021). Studying the effects of teaching programming to k-6 students through a serious game: A case study with codecombat. Education and Information Technologies, 26(4):4431–4451.
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., e Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4):972–994.
Lewis, P., Perez, E., Piktus, A., Petroni, F., Karpukhin, V., Goyal, N., Küttler, H., Lewis, M., tau Yih, W., Rocktäschel, T., Riedel, S., e Kiela, D. (2020). Retrieval-augmented generation for knowledge-intensive NLP tasks. In Advances in Neural Information Processing Systems, volume 33, pages 9459–9474. Curran Associates, Inc.
Martins, W., Honda, F., Pires, F., e Pessoa, M. (2025). OptimaCorporation: um jogo educacional interativo para redução da percepção de complexidade em problemas de otimização. In Anais do XXIV Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames), pages 1910–1921, Salvador, BA. SBC.
Mayer, R. E. (2020). Multimedia Learning. Cambridge University Press, Cambridge, 3 edition.
Metaroot (2024). The farmer was replaced. [videogame].
O’Kelly, J. e Gibson, J. P. (2006). RoboCode & Problem-Based Learning: A Non-prescriptive Approach to Teaching Programming. In Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE ’06), pages 217–221, New York, NY, USA. ACM.
Pavani, R. B., Junior, M. M. C., e Aylon, L. B. R. (2023). Busca em largura e profundidade aplicado a jogos educativos: estudo de caso no projeto do jogo Graph Defender. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames). SBC.
Petula, W., Joshi, A., Tu, P., Somasundar, A., e Saha, S. (2026). DeliverC: Teaching pointers through GenAI-powered game-based learning. In Proceedings of the 57th ACM Technical Symposium on Computer Science Education (SIGCSE TS 2026), pages 838–844. ACM. arXiv:2509.14496.
Plass, J. L., O’Keefe, P. A., Homer, B. D., Case, J., Hayward, E. O., Stein, M., e Perlin, K. (2013). The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation. Journal of Educational Psychology, 105(4):1050–1066.
Proulx, J.-N., Romero, M., e Arnab, S. (2017). Learning mechanics and game mechanics under the perspective of self-determination theory to foster motivation in digital game based learning. Simulation & Gaming, 48(1):81–97.
Reid, K. N., Miralavy, I., Kelly, S., Banzhaf, W., e Gondro, C. (2021). The factory must grow: Automation in Factorio. In Proceedings of the Genetic and Evolutionary Computation Conference Companion (GECCO ’21), pages 243–244, New York, NY, USA. Association for Computing Machinery. Also available as arXiv preprint arXiv:2102.04871.
Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., e Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11):60–67.
Screeps LLC (2017). Screeps: World. [videogame].
Shah, A. K., Mullainathan, S., e Shafir, E. (2012). Some consequences of having too little. Science, 338(6107):682–685.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1):153–189.
Su, S., Zhang, E., Denny, P., e Giacaman, N. (2021). A game-based approach for teaching algorithms and data structures using visualizations. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21), pages 1128–1134, New York, NY, USA. ACM.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2):257–285.
Sweller, J., Ayres, P., e Kalyuga, S. (2011). Cognitive Load Theory, volume 1 of Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer, New York, NY.
Tomorrow Corporation (2015). Human resource machine. [videogame].
Tsai, F.-H., Tsai, C.-C., e Lin, K.-Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81:259–269.
von Wangenheim, C. G., Petri, G., e Borgatto, A. F. (2025). Using MEEGA/MEEGA+ for the evaluation of educational games: A retrospective. Revista Brasileira de Informática na Educação, 33:943–971.
Weintrop, D. e Wilensky, U. (2017). Comparing block-based and text-based programming in high school computer science classrooms. ACM Transactions on Computing Education, 18(1):1–25.
Yohannis, A. R. e Prabowo, Y. D. (2015). Sort attack: Visualization and gamification of sorting algorithm learning. In 2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games), pages 1–8, Skövde, Sweden. IEEE Computer Society.
Zhu, Y. (2024). DPGame: Game-based learning for dynamic programming algorithms. In Entertainment Computing – ICEC 2024, volume 15192 of Lecture Notes in Computer Science, pages 276–285. Springer.
Publicado
29/09/2026
Como Citar
GONÇALVES, Jader Louis de Souza; CUNHA, Lucas Marques de.
K(o)mplexity: Design de um Serious Game com Integração Intrínseca para Ensino de Complexidade Algorítmica. In: TRILHA DE EDUCAÇÃO – ARTIGOS CURTOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 418-425.
DOI: https://doi.org/10.5753/sbgames_estendido.2026.26117.
