Avaliação da Usabilidade de Ferramentas Educacionais Gamificadas: um Mapeamento Sistemático da Literatura
Resumo
Esta pesquisa visa identificar métodos adotados na avaliação da usabilidade de ferramentas educacionais gamificadas por meio de um mapeamento sistemático da literatura. Os métodos mais utilizados foram escala SUS (System Usability Scale), teste com usuários e avaliação heurística. Embora as avaliações tenham sido positivas, pode-se destacar a importância desse procedimento em todos os estágios de desenvolvimento de software, visando garantir um produto com maior qualidade de uso. A principal contribuição do estudo consistiu na apresentação de um levantamento dos métodos utilizados na avaliação das ferramentas identificadas, podendo auxiliar pesquisadores na busca de procedimentos mais adequados às suas necessidades futuras no que tange à gamificação.
Referências
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Alami, D. and Dalpiaz, F. (2017). “A gamified tutorial for learning about security requirements engineering”, In: 25th International Requirements Engineering Conference, pages 418-423.
Anderson, P. E. et al. (2014). “An extensible online environment for teaching data science concepts through gamification”, In: 2014 IEEE Frontiers in Education Conference Proceedings, pages 1-8.
Andrade, P. et al. (2020). “Evaluating the effects of introducing three gamification elements in STEM educational software for secondary schools”, In: Proceedings of the 32nd Australian Conference on Human-Computer-Interaction, pages 220-232.
Andrade, P. and Law, E. L-C. (2021). “Can educational software support learning in the global north and south equally? A comparison case study”, In: 34th British HCI Conference, pages 294-305.
Barbosa, S. D. J e Silva, B. S. (2010). Interação Humano-Computador, Elsevier.
Brooke, J. (1996). “SUS: a quick and dirty usability scale”, Usability Evaluation in Industry, v. 189, n. 194, p. 4-7.
Browne, K. and Anand, C. (2013). “Gamification and serious game approaches for introductory computer science tablet software”, In: Proceedings of the First International Conference on Gameful Design, Research, and Applications, pages 50-57.
Cáceres, S. V. and Pow-Sang, J. A. (2018). “A systematic mapping review of usability evaluation methods for educational applications on mobile devices”, In: 7th International Conference on Software Process Improvement, pages 59-68.
Cruz, B. et al. (2018). “A mobile game to practice arithmetic operations reasoning”, In: 2018 IEEE Global Engineering Education Conference (EDUCON), pages 2003-2008.
Dyba, T. et al. (2007). Applying systematic reviews to diverse study types: An experience report. In: First International Symposium on Empirical Software Engineering and Measurement, pages 225–234.
González, C. S. et al. (2013). “Inclusive educational software design with agile approach”, In: Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, pages 149–155.
González, C. et al. (2014). “EMATIC: an inclusive educational application for tablets”, In: Proceedings of the XV International Conference on Human Computer Interaction, pages 1-8.
Iquira, D. et al. (2021). “Enhancing software engineering courses with a mobile gamified platform: results of a mixed approach”, In: 2021 XVI Latin American Conference on Learning Technologies (LACLO), pages 534-537.
Kajiyama, T. and Satoh, S. (2012). “An interactive exploration system that visually supports learning of country features”, In: Proceedings of the 11th International Conference on Interaction Design and Children, pages 292–295.
Khosravi, H. et al. (2020). “Development and adoption of an adaptive learning system: reflections and lessons learned”, In: Proceedings of the 51st ACM Technical Symposium on Computer Science Education, pages 58-64.
López-Pernas, S. et al. (2021). “Escapp: a web platform for conducting educational escape rooms”, IEEE Access, v. 9, p. 38062-38077.
Maqsood, S. and Chiasson, S. (2021). “Design, development, and evaluation of a cybersecurity, privacy, and digital literacy game for tweens”, ACM Transactions on Privacy and Security, v. 24, n. 4, p. 1-37.
Nakagawa, F. H. et al. (2013). “Inclusion of teaching slides in games: analysis of the efficiency, effectiveness and satisfaction”, IEEE Latin America Transactions, v. 11, n. 6, p. 1372-1377.
Napoleão, B. M. (2019). “Estabelecendo uma string de busca para a identificação de estudos secundários na engenharia de software”, Dissertação (Mestrado em Informática), Universidade Tecnológica Federal do Paraná, 52 f.
Nielsen, J. (1993). Usability Engineering, Academic Press.
Nielsen, J. (1994). “Enhancing the explanatory power of usability heuristics”, In: Proceedings of ACM CHI’94, pages 152-158.
Oliveira, M. S. et al. (2018). “Aplicação da gamificação no ensino: um estudo sobre algumas lacunas apresentadas na literatura”, In XXXVIII Encontro Nacional de Engenharia de Produção.
Paiva, L. O. et al. (2022). “To the next level! An exploratory study on the influence of user experience on the acceptance of a gamified learning platform”, In: Proceedings of the 14th International Conference on Computer Supported Education, pages 281-288.
Paracha, S. et al. (2020). “Design, development, and usability of a virtual environment on moral, social, and emotional leaning”, International Journal of Virtual and Personal Learning Environments, v. 10, n. 2, p. 50-65.
Paz, F. and Pow-Sang, J. A. (2015). “Usability evaluation methods for software development: A systematic mapping review”, In: 8th International Conference on Advanced Software Engineering & Its Applications, pages 1-4.
Pereira, D. E. F. et al. (2021). “Ferramentas de apoio ao ensino introdutório de programação: um mapeamento sistemático”, RENOTE, v. 18, n. 2, p. 491–500.
Petersen, K. et al. (2008). “Systematic mapping studies in software engineering”, In: 12th International Conference on Evaluation and Assessment in Software Engineering, pages 1–10.
Petersen, K. et al. (2015). “Guidelines for conducting systematic mapping studies in software engineering: An update”, Information and Software Technology, v. 64, p. 1-18.
Pombo, L. and Marques, M. M. (2019). “Educational mobile augmented reality eduPARK game: does it improve students learning?”, In: 15th International Conference Mobile Learning, pages 19-26.
Pratama, M. S. P. et al. (2021). “Modeling reproductive health educational games for early childhood using goal-directed design”, In: International Conference on Software Engineering & Computer Systems and 4th International Conference on Computational Science and Information Management, pages 27-30.
Raffaele, C. et al. (2018). “An active tangible user interface framework for teaching and learning artificial intelligence”, In: 23rd International Conference on Intelligent User Interfaces, pages 535–546.
Rincon-Flores, E. G. et al. (2022). “Gamit! Interactive platform for gamification”, In: IEEE Global Engineering Education Conference, pages 10-13.
Rocha, T. et al. (2019). “Using game-based technology to enhance learning for children with learning disabilities: a pilot study”, In: Proceedings of the 3rd International Conference on Education and E-Learning, pages 89–94.
Rossano, V. et al. (2021). “Math is magic: an adaptive serious game to reinforce math competences”, In: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 162-166.
Rubin, J. (1994). Handbook of Usability Testing, John Wiley & Sons.
Shim, J. et al. (2016). “The effects of a robot game environment on computer programming education for elementary school students”, IEEE Transactions on Education, v. 60, n. 2, p.164-172.
Silva Júnior, J. N. et al. (2021). “Design, implementation, and evaluation of a gamebased application for aiding chemical engineering and chemistry students to review the organic reactions”, Education for Chemical Engineers, v. 34, p. 106-114.
Silva Júnior, J. N. et al. (2020). “Interactions 500: design, implementation, and evaluation of a hybrid board game for aiding students in the review of intermolecular forces during the COVID-19 pandemic”, Journal of Chemical Education, v. 97, n. 11, p. 4049-4054.
Silvervarg, A. and Mansson, K. (2018). “How do you introduce an agent? The effect of introduction type on how a teachable agent is experienced by students”, In: Proceedings of the 18th International Conference on Intelligent Virtual Agents, pages 29-34.
Sobrino-Duque R. et al. (2022). “Evaluating a gamification proposal for learning usability heuristics: Heureka”, International Journal of Human-Computer Studies, v. 161, p. 102774.
Sommerville, I. (2003). Engenharia de Software, Addison Wesley.
Souza, V. F. et al. (2021). “Verificação de usabilidade em software educativo: uma avaliação prospectiva em objetos de aprendizagem sobre genética”, Revista Educar Mais, v. 5, n. 5, p. 1203-1218.
Tsopra, R. et al. (2020). “AntibioGame®: a serious game for teaching medical students about antibiotic use”, International Journal of Medical Informatics, v. 136, p. 104074.
Zakaria, N. S. et al. (2020). “Assessing Ethoshunt as a gamification-based mobile app in ethics education: pilot mixed-methods study”, JMIR Serious Games, v. 8, n. 3.
Wang, A. I. et al. (2008). “An evaluation of a mobile game concept for lectures”, In: 21st Conference on Software Engineering Education and Training, pages 197-204.
Wihidayat, E. S. et al. (2018). “Learn arabic language app, mobile based application for self-directed learning”, In: 4th International Conference on Education and Technology, pages 13-17.
Alami, D. and Dalpiaz, F. (2017). “A gamified tutorial for learning about security requirements engineering”, In: 25th International Requirements Engineering Conference, pages 418-423.
Anderson, P. E. et al. (2014). “An extensible online environment for teaching data science concepts through gamification”, In: 2014 IEEE Frontiers in Education Conference Proceedings, pages 1-8.
Andrade, P. et al. (2020). “Evaluating the effects of introducing three gamification elements in STEM educational software for secondary schools”, In: Proceedings of the 32nd Australian Conference on Human-Computer-Interaction, pages 220-232.
Andrade, P. and Law, E. L-C. (2021). “Can educational software support learning in the global north and south equally? A comparison case study”, In: 34th British HCI Conference, pages 294-305.
Barbosa, S. D. J e Silva, B. S. (2010). Interação Humano-Computador, Elsevier.
Brooke, J. (1996). “SUS: a quick and dirty usability scale”, Usability Evaluation in Industry, v. 189, n. 194, p. 4-7.
Browne, K. and Anand, C. (2013). “Gamification and serious game approaches for introductory computer science tablet software”, In: Proceedings of the First International Conference on Gameful Design, Research, and Applications, pages 50-57.
Cáceres, S. V. and Pow-Sang, J. A. (2018). “A systematic mapping review of usability evaluation methods for educational applications on mobile devices”, In: 7th International Conference on Software Process Improvement, pages 59-68.
Cruz, B. et al. (2018). “A mobile game to practice arithmetic operations reasoning”, In: 2018 IEEE Global Engineering Education Conference (EDUCON), pages 2003-2008.
Dyba, T. et al. (2007). Applying systematic reviews to diverse study types: An experience report. In: First International Symposium on Empirical Software Engineering and Measurement, pages 225–234.
González, C. S. et al. (2013). “Inclusive educational software design with agile approach”, In: Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality, pages 149–155.
González, C. et al. (2014). “EMATIC: an inclusive educational application for tablets”, In: Proceedings of the XV International Conference on Human Computer Interaction, pages 1-8.
Iquira, D. et al. (2021). “Enhancing software engineering courses with a mobile gamified platform: results of a mixed approach”, In: 2021 XVI Latin American Conference on Learning Technologies (LACLO), pages 534-537.
Kajiyama, T. and Satoh, S. (2012). “An interactive exploration system that visually supports learning of country features”, In: Proceedings of the 11th International Conference on Interaction Design and Children, pages 292–295.
Khosravi, H. et al. (2020). “Development and adoption of an adaptive learning system: reflections and lessons learned”, In: Proceedings of the 51st ACM Technical Symposium on Computer Science Education, pages 58-64.
López-Pernas, S. et al. (2021). “Escapp: a web platform for conducting educational escape rooms”, IEEE Access, v. 9, p. 38062-38077.
Maqsood, S. and Chiasson, S. (2021). “Design, development, and evaluation of a cybersecurity, privacy, and digital literacy game for tweens”, ACM Transactions on Privacy and Security, v. 24, n. 4, p. 1-37.
Nakagawa, F. H. et al. (2013). “Inclusion of teaching slides in games: analysis of the efficiency, effectiveness and satisfaction”, IEEE Latin America Transactions, v. 11, n. 6, p. 1372-1377.
Napoleão, B. M. (2019). “Estabelecendo uma string de busca para a identificação de estudos secundários na engenharia de software”, Dissertação (Mestrado em Informática), Universidade Tecnológica Federal do Paraná, 52 f.
Nielsen, J. (1993). Usability Engineering, Academic Press.
Nielsen, J. (1994). “Enhancing the explanatory power of usability heuristics”, In: Proceedings of ACM CHI’94, pages 152-158.
Oliveira, M. S. et al. (2018). “Aplicação da gamificação no ensino: um estudo sobre algumas lacunas apresentadas na literatura”, In XXXVIII Encontro Nacional de Engenharia de Produção.
Paiva, L. O. et al. (2022). “To the next level! An exploratory study on the influence of user experience on the acceptance of a gamified learning platform”, In: Proceedings of the 14th International Conference on Computer Supported Education, pages 281-288.
Paracha, S. et al. (2020). “Design, development, and usability of a virtual environment on moral, social, and emotional leaning”, International Journal of Virtual and Personal Learning Environments, v. 10, n. 2, p. 50-65.
Paz, F. and Pow-Sang, J. A. (2015). “Usability evaluation methods for software development: A systematic mapping review”, In: 8th International Conference on Advanced Software Engineering & Its Applications, pages 1-4.
Pereira, D. E. F. et al. (2021). “Ferramentas de apoio ao ensino introdutório de programação: um mapeamento sistemático”, RENOTE, v. 18, n. 2, p. 491–500.
Petersen, K. et al. (2008). “Systematic mapping studies in software engineering”, In: 12th International Conference on Evaluation and Assessment in Software Engineering, pages 1–10.
Petersen, K. et al. (2015). “Guidelines for conducting systematic mapping studies in software engineering: An update”, Information and Software Technology, v. 64, p. 1-18.
Pombo, L. and Marques, M. M. (2019). “Educational mobile augmented reality eduPARK game: does it improve students learning?”, In: 15th International Conference Mobile Learning, pages 19-26.
Pratama, M. S. P. et al. (2021). “Modeling reproductive health educational games for early childhood using goal-directed design”, In: International Conference on Software Engineering & Computer Systems and 4th International Conference on Computational Science and Information Management, pages 27-30.
Raffaele, C. et al. (2018). “An active tangible user interface framework for teaching and learning artificial intelligence”, In: 23rd International Conference on Intelligent User Interfaces, pages 535–546.
Rincon-Flores, E. G. et al. (2022). “Gamit! Interactive platform for gamification”, In: IEEE Global Engineering Education Conference, pages 10-13.
Rocha, T. et al. (2019). “Using game-based technology to enhance learning for children with learning disabilities: a pilot study”, In: Proceedings of the 3rd International Conference on Education and E-Learning, pages 89–94.
Rossano, V. et al. (2021). “Math is magic: an adaptive serious game to reinforce math competences”, In: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 162-166.
Rubin, J. (1994). Handbook of Usability Testing, John Wiley & Sons.
Shim, J. et al. (2016). “The effects of a robot game environment on computer programming education for elementary school students”, IEEE Transactions on Education, v. 60, n. 2, p.164-172.
Silva Júnior, J. N. et al. (2021). “Design, implementation, and evaluation of a gamebased application for aiding chemical engineering and chemistry students to review the organic reactions”, Education for Chemical Engineers, v. 34, p. 106-114.
Silva Júnior, J. N. et al. (2020). “Interactions 500: design, implementation, and evaluation of a hybrid board game for aiding students in the review of intermolecular forces during the COVID-19 pandemic”, Journal of Chemical Education, v. 97, n. 11, p. 4049-4054.
Silvervarg, A. and Mansson, K. (2018). “How do you introduce an agent? The effect of introduction type on how a teachable agent is experienced by students”, In: Proceedings of the 18th International Conference on Intelligent Virtual Agents, pages 29-34.
Sobrino-Duque R. et al. (2022). “Evaluating a gamification proposal for learning usability heuristics: Heureka”, International Journal of Human-Computer Studies, v. 161, p. 102774.
Sommerville, I. (2003). Engenharia de Software, Addison Wesley.
Souza, V. F. et al. (2021). “Verificação de usabilidade em software educativo: uma avaliação prospectiva em objetos de aprendizagem sobre genética”, Revista Educar Mais, v. 5, n. 5, p. 1203-1218.
Tsopra, R. et al. (2020). “AntibioGame®: a serious game for teaching medical students about antibiotic use”, International Journal of Medical Informatics, v. 136, p. 104074.
Zakaria, N. S. et al. (2020). “Assessing Ethoshunt as a gamification-based mobile app in ethics education: pilot mixed-methods study”, JMIR Serious Games, v. 8, n. 3.
Wang, A. I. et al. (2008). “An evaluation of a mobile game concept for lectures”, In: 21st Conference on Software Engineering Education and Training, pages 197-204.
Wihidayat, E. S. et al. (2018). “Learn arabic language app, mobile based application for self-directed learning”, In: 4th International Conference on Education and Technology, pages 13-17.
Publicado
06/11/2023
Como Citar
MENEZES, Adalberto N.; SEABRA, Rodrigo D..
Avaliação da Usabilidade de Ferramentas Educacionais Gamificadas: um Mapeamento Sistemático da Literatura. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
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p. 604-617.
DOI: https://doi.org/10.5753/sbie.2023.234264.
