Proposal for a Game Design Document model for creating educational games to teach computational thinking
Resumo
This paper proposes a documentation model for game development to accelerate the growth of educational games that promote computational thinking. Computational thinking is an essential skill in today’s world and plays a fundamental role in developing creative solutions and tackling complex problems. Our proposal aims to provide a robust framework for developing educational games that integrate computational thinking concepts in a fun and engaging way. Using this model, we discuss the possibility, effectiveness, and efficiency of using educational games to provide students with a meaningful and enjoyable learning experience related to computational thinking.Referências
Agbo, F. J., Oyelere, S. S., Suhonen, J., and Laine, T. H. (2021). Co-design of mini games for learning computational thinking in an online environment. Education and information technologies, 26(5):5815–5849.
Akkaya, A. and Akpinar, Y. (2022). Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills. Computer Science Education, 32(4):476–501.
Angeli, C. and Giannakos, M. (2020). Computational thinking education: Issues and challenges.
Bernacki, M. L., Greene, J. A., and Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60:101827.
Bernardo, J., Pires, F., and Pessoa, M. (2021). Uma proposta de game design para gamificação educacional estrutural através da criação de histórias. In Anais Estendidos do XX Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 638–644. SBC.
Caeli, E. N. and Yadav, A. (2020). Unplugged approaches to computational thinking: A historical perspective. TechTrends, 64(1):29–36.
Czauderna, A. and Guardiola, E. (2019). The gameplay loop methodology as a tool for educational game design. Electronic Journal of e-Learning, 17(3):pp207–221.
Denning, P. J. and Tedre, M. (2019). Computational thinking. Mit Press.
Fernandes, K. T. (2021). Game criativo: desenvolvendo habilidades de pensamento computacional, leitura e escrita através da criação de jogos.
Frasson, C. et al. (2021). A framework for personalized fully immersive virtual reality learning environments with gamified design in education. In Novelties in Intelligent Digital Systems: Proceedings of the 1st International Conference (NIDS 2021), Athens, Greece, volume 338, page 95.
Haleem, A., Javaid, M., Qadri, M. A., and Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3:275–285.
Hooshyar, D., Pedaste, M., Yang, Y., Malva, L., Hwang, G.-J., Wang, M., Lim, H., and Delev, D. (2021). From gaming to computational thinking: An adaptive educational computer game-based learning approach. Journal of Educational Computing Research, 59(3):383–409.
Jiang, X., Harteveld, C., Huang, X., and Fung, A. Y. (2019). The computational puzzle design framework: a design guide for games teaching computational thinking. In Proceedings of the 14th International Conference on the Foundations of Digital Games, pages 1–11.
Kafai, Y. B. and Proctor, C. (2022). A revaluation of computational thinking in k–12 education: Moving toward computational literacies. Educational Researcher, 51(2):146–151.
Kong, S.-C. and Abelson, H. (2019). Computational thinking education. Springer Nature.
Labusch, A., Eickelmann, B., and Vennemann, M. (2019). Computational thinking processes and their congruence with problem-solving and information processing. Computational thinking education, pages 65–78.
Lalicic, L. and Weber-Sabil, J. (2022). Stakeholder engagement in sustainable tourism planning through serious gaming. In Qualitative Methodologies in Tourism Studies, pages 192–212. Routledge.
Lee, I., Grover, S., Martin, F., Pillai, S., and Malyn-Smith, J. (2020). Computational thinking from a disciplinary perspective: Integrating computational thinking in k-12 science, technology, engineering, and mathematics education. Journal of Science Education and Technology, 29:1–8.
Lee, J. S., Keil, M., and Wong, K. F. E. (2021). When a growth mindset can backfire and cause escalation of commitment to a troubled information technology project. Information Systems Journal, 31(1):7–32.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., and Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4):386–407.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., and Duschl, R. A. (2020). Computational thinking is more about thinking than computing.
Lin, C.-Y., Lin, H.-H., Ting, K.-C., Shen, C.-C., Lo, C.-C., Hung, H.-C., and Tsai, L.J. (2023). A study on the influence of recreational activities intervening in natural science courses on learning motivation and learning outcomes—the case of tabletop games. Sustainability, 15(3):2509.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., and Alharbi, H. (2022). The covid-19 pandemic and e-learning: challenges and opportunities from the perspective of students and instructors. Journal of computing in higher education, 34(1):21–38.
McGarr, O. (2021). The use of virtual simulations in teacher education to develop preservice teachers’ behaviour and classroom management skills: implications for reflective practice. Journal of Education for Teaching, 47(2):274–286.
Mohd, C. K., Nuraini, C. K., Mohamad, S. N. M., Sulaiman, H., Shahbodin, F., and Rahim, N. (2023). A review of gamification tools to boost students’motivation and engagement. Journal of Theoretical and Applied Information Technology, 101(7).
Nardelli, E. (2019). Do we really need computational thinking? Communications of the ACM, 62(2):32–35.
Pires, F., Teixeira, K., Pessoa, M., and Lima, P. (2019). Desenvolvendo o pensamento computacional através da máquina de turing: o enigma do curupira. In Anais do XXVII Workshop sobre Educaçao em Computaçao, pages 523–532. SBC.
Scrivener, J. (2005). Learning teaching, volume 2. Macmillan Oxford.
Simões, J., Redondo, R. D., and Vilas, A. F. (2013). A social gamification framework for a k-6 learning platform. Computers in Human Behavior, 29(2):345–353.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wu, M. and Richards, K. (2011). Facilitating computational thinking through game design. In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications: 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 2011. Proceedings, volume 6, pages 220–227. Springer Berlin Heidelberg.
Wulantari, N. P., Rachman, A., Sari, M. N., Uktolseja, L. J., and Rofi’i, A. (2023). The role of gamification in english language teaching: A literature review. Journal on Education, 6(1):2847–2856.
Akkaya, A. and Akpinar, Y. (2022). Experiential serious-game design for development of knowledge of object-oriented programming and computational thinking skills. Computer Science Education, 32(4):476–501.
Angeli, C. and Giannakos, M. (2020). Computational thinking education: Issues and challenges.
Bernacki, M. L., Greene, J. A., and Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60:101827.
Bernardo, J., Pires, F., and Pessoa, M. (2021). Uma proposta de game design para gamificação educacional estrutural através da criação de histórias. In Anais Estendidos do XX Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 638–644. SBC.
Caeli, E. N. and Yadav, A. (2020). Unplugged approaches to computational thinking: A historical perspective. TechTrends, 64(1):29–36.
Czauderna, A. and Guardiola, E. (2019). The gameplay loop methodology as a tool for educational game design. Electronic Journal of e-Learning, 17(3):pp207–221.
Denning, P. J. and Tedre, M. (2019). Computational thinking. Mit Press.
Fernandes, K. T. (2021). Game criativo: desenvolvendo habilidades de pensamento computacional, leitura e escrita através da criação de jogos.
Frasson, C. et al. (2021). A framework for personalized fully immersive virtual reality learning environments with gamified design in education. In Novelties in Intelligent Digital Systems: Proceedings of the 1st International Conference (NIDS 2021), Athens, Greece, volume 338, page 95.
Haleem, A., Javaid, M., Qadri, M. A., and Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3:275–285.
Hooshyar, D., Pedaste, M., Yang, Y., Malva, L., Hwang, G.-J., Wang, M., Lim, H., and Delev, D. (2021). From gaming to computational thinking: An adaptive educational computer game-based learning approach. Journal of Educational Computing Research, 59(3):383–409.
Jiang, X., Harteveld, C., Huang, X., and Fung, A. Y. (2019). The computational puzzle design framework: a design guide for games teaching computational thinking. In Proceedings of the 14th International Conference on the Foundations of Digital Games, pages 1–11.
Kafai, Y. B. and Proctor, C. (2022). A revaluation of computational thinking in k–12 education: Moving toward computational literacies. Educational Researcher, 51(2):146–151.
Kong, S.-C. and Abelson, H. (2019). Computational thinking education. Springer Nature.
Labusch, A., Eickelmann, B., and Vennemann, M. (2019). Computational thinking processes and their congruence with problem-solving and information processing. Computational thinking education, pages 65–78.
Lalicic, L. and Weber-Sabil, J. (2022). Stakeholder engagement in sustainable tourism planning through serious gaming. In Qualitative Methodologies in Tourism Studies, pages 192–212. Routledge.
Lee, I., Grover, S., Martin, F., Pillai, S., and Malyn-Smith, J. (2020). Computational thinking from a disciplinary perspective: Integrating computational thinking in k-12 science, technology, engineering, and mathematics education. Journal of Science Education and Technology, 29:1–8.
Lee, J. S., Keil, M., and Wong, K. F. E. (2021). When a growth mindset can backfire and cause escalation of commitment to a troubled information technology project. Information Systems Journal, 31(1):7–32.
Leonard, J., Mitchell, M., Barnes-Johnson, J., Unertl, A., Outka-Hill, J., Robinson, R., and Hester-Croff, C. (2018). Preparing teachers to engage rural students in computational thinking through robotics, game design, and culturally responsive teaching. Journal of Teacher Education, 69(4):386–407.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., and Duschl, R. A. (2020). Computational thinking is more about thinking than computing.
Lin, C.-Y., Lin, H.-H., Ting, K.-C., Shen, C.-C., Lo, C.-C., Hung, H.-C., and Tsai, L.J. (2023). A study on the influence of recreational activities intervening in natural science courses on learning motivation and learning outcomes—the case of tabletop games. Sustainability, 15(3):2509.
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., and Alharbi, H. (2022). The covid-19 pandemic and e-learning: challenges and opportunities from the perspective of students and instructors. Journal of computing in higher education, 34(1):21–38.
McGarr, O. (2021). The use of virtual simulations in teacher education to develop preservice teachers’ behaviour and classroom management skills: implications for reflective practice. Journal of Education for Teaching, 47(2):274–286.
Mohd, C. K., Nuraini, C. K., Mohamad, S. N. M., Sulaiman, H., Shahbodin, F., and Rahim, N. (2023). A review of gamification tools to boost students’motivation and engagement. Journal of Theoretical and Applied Information Technology, 101(7).
Nardelli, E. (2019). Do we really need computational thinking? Communications of the ACM, 62(2):32–35.
Pires, F., Teixeira, K., Pessoa, M., and Lima, P. (2019). Desenvolvendo o pensamento computacional através da máquina de turing: o enigma do curupira. In Anais do XXVII Workshop sobre Educaçao em Computaçao, pages 523–532. SBC.
Scrivener, J. (2005). Learning teaching, volume 2. Macmillan Oxford.
Simões, J., Redondo, R. D., and Vilas, A. F. (2013). A social gamification framework for a k-6 learning platform. Computers in Human Behavior, 29(2):345–353.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Wu, M. and Richards, K. (2011). Facilitating computational thinking through game design. In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications: 6th International Conference on E-learning and Games, Edutainment 2011, Taipei, Taiwan, September 2011. Proceedings, volume 6, pages 220–227. Springer Berlin Heidelberg.
Wulantari, N. P., Rachman, A., Sari, M. N., Uktolseja, L. J., and Rofi’i, A. (2023). The role of gamification in english language teaching: A literature review. Journal on Education, 6(1):2847–2856.
Publicado
06/11/2023
Como Citar
CRUZ, Allan Kássio Beckman Soares da; NETO, Carlos de Salles Soares; TEIXEIRA, Mario Meireles; CRUZ, Pamela Torres Maia Beckman da; BARBOSA, Kleydson Beckman; BRITO, Claudiny Priscila Lopes.
Proposal for a Game Design Document model for creating educational games to teach computational thinking. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1837-1849.
DOI: https://doi.org/10.5753/sbie.2023.235242.
