Quanto cabe na sua mochila? Análise da carga cognitiva em um jogo educacional sobre complexidade algorítmica
Resumo
A avaliação da carga cognitiva em jogos é essencial para alinhar o design de interação à capacidade cognitiva do jogador, assegurando imersão e facilitando a aprendizagem. No entanto, a inclusão de elementos não contributivos, especialmente em contextos complexos como problemas de computação, pode prejudicar a aprendizagem. O objetivo deste estudo é investigar como a carga cognitiva influencia o design do jogo e a perspectiva dos jogadores. Para isso, um jogo sobre Problema da Mochila é analisado, ao qual utilizou-se o NASA-TLX e o MEEGA+ para avaliar as dimensões associadas ao esforço cognitivo de estudantes de cursos de computação do 3º ao 8º período. Resultados indicam que a carga cognitiva foi considerada moderada pelos estudantes, mas que ainda é desbalanceada em algumas fases, sugerindo a presença de elementos que causam sobrecarga cognitiva.
Palavras-chave:
Carga Cognitiva, Design de Jogos, Problema da Mochila
Referências
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Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1):20–20.
Goldreich, O. (2010). P, NP, and NP-Completeness: The basics of computational com- plexity. Cambridge University Press. Guzdial, M. (2019). Computing for other disciplines. The Cambridge handbook of com- puting education research, pages 584–605.
Hart, S. G. and Staveland, L. E. (1988). Development of nasa-tlx (task load index): Results of empirical and theoretical research. In Advances in psychology, volume 52, pages 139–183. Elsevier.
Kalyuga, S., Chandler, P., and Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human factors, 46(3):567–581.
Kirschner, F., Paas, F., and Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational psychology review, 21(1):31–42.
Mayer, R. (2009). Multiple learning.
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Mayer, R. E. and Moreno, R. E. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2):81.
Nascimento, L. T., Honda, F., Melo, D., Pessoa, M., Oliveira, E. H., Fernandes, D., and Pires, F. G. (2023). My name: desenvolvimento de um conjunto de mecânicas para abordar o problema da mochila em um jogo educacional. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 888–899. SBC.
Ouellette, M., Breeding, L., and Clark, C. (2019). Using applied cognitive load theory and difficulty analysis for educational game design for understanding and transference of literacy skills in adults. In Proceedings of the 14th International Conference on the Foundations of Digital Games, pages 1–11.
Paas, F., Renkl, A., and Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1):1–4.
Petri, G., von Wangenheim, C. G., and Borgatto, A. F. (2016). Meega+: an evolution of a model for the evaluation of educational games. INCoD/GQS, 3.
Plass, J. L., Homer, B. D., and Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4):258–283.
Plass, J. L., Mayer, R. E., and Homer, B. D. (2020). Handbook of game-based learning. Mit Press.
Robins, A. V. (2019). 12 novice programmers and introductory programming. The Cambridge handbook of computing education research, page 327.
Rodrigues, G. C., dos Santos, G. R., dos Santos, R. R., Rodrigues, S. C., and Nogueira, T. d. C. (2023). Aplicação e avaliação de jogos sérios na mensuração cognitiva de estudantes na educação inclusiva. In Anais do VIII Congresso sobre Tecnologias na Educação, pages 212–221. SBC.
Sevcenko, N., Ninaus, M., Wortha, F., Moeller, K., and Gerjets, P. (2021). Measuring cognitive load using in-game metrics of a serious simulation game. Frontiers in Psychology, 12:572437.
Sharek, D. and Wiebe, E. (2014). Measuring video game engagement through the cognitive and affective dimensions. Simulation & Gaming, 45(4-5):569–592.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4):295–312.
Sweller, J., Van Merrienboer, J. J., and Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10:251–296.
Yu, Z., Gao, M., and Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3):522–546.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Row, New York.
Diamond, A. (2013). Executive functions. Annual review of psychology, 64(1):135–168.
Feinberg, S. and Murphy, M. (2000). Applying cognitive load theory to the design of web-based instruction. In 18th Annual Conference on Computer Documentation. ipcc sigdoc 2000. Technology and Teamwork. Proceedings. IEEE Professional Communication Society International Professional Communication Conference an, pages 353–360. IEEE.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1):20–20.
Goldreich, O. (2010). P, NP, and NP-Completeness: The basics of computational com- plexity. Cambridge University Press. Guzdial, M. (2019). Computing for other disciplines. The Cambridge handbook of com- puting education research, pages 584–605.
Hart, S. G. and Staveland, L. E. (1988). Development of nasa-tlx (task load index): Results of empirical and theoretical research. In Advances in psychology, volume 52, pages 139–183. Elsevier.
Kalyuga, S., Chandler, P., and Sweller, J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human factors, 46(3):567–581.
Kirschner, F., Paas, F., and Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational psychology review, 21(1):31–42.
Mayer, R. (2009). Multiple learning.
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Mayer, R. E. and Moreno, R. E. (2010). Techniques that reduce extraneous cognitive load and manage intrinsic cognitive load during multimedia learning.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2):81.
Nascimento, L. T., Honda, F., Melo, D., Pessoa, M., Oliveira, E. H., Fernandes, D., and Pires, F. G. (2023). My name: desenvolvimento de um conjunto de mecânicas para abordar o problema da mochila em um jogo educacional. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 888–899. SBC.
Ouellette, M., Breeding, L., and Clark, C. (2019). Using applied cognitive load theory and difficulty analysis for educational game design for understanding and transference of literacy skills in adults. In Proceedings of the 14th International Conference on the Foundations of Digital Games, pages 1–11.
Paas, F., Renkl, A., and Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1):1–4.
Petri, G., von Wangenheim, C. G., and Borgatto, A. F. (2016). Meega+: an evolution of a model for the evaluation of educational games. INCoD/GQS, 3.
Plass, J. L., Homer, B. D., and Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4):258–283.
Plass, J. L., Mayer, R. E., and Homer, B. D. (2020). Handbook of game-based learning. Mit Press.
Robins, A. V. (2019). 12 novice programmers and introductory programming. The Cambridge handbook of computing education research, page 327.
Rodrigues, G. C., dos Santos, G. R., dos Santos, R. R., Rodrigues, S. C., and Nogueira, T. d. C. (2023). Aplicação e avaliação de jogos sérios na mensuração cognitiva de estudantes na educação inclusiva. In Anais do VIII Congresso sobre Tecnologias na Educação, pages 212–221. SBC.
Sevcenko, N., Ninaus, M., Wortha, F., Moeller, K., and Gerjets, P. (2021). Measuring cognitive load using in-game metrics of a serious simulation game. Frontiers in Psychology, 12:572437.
Sharek, D. and Wiebe, E. (2014). Measuring video game engagement through the cognitive and affective dimensions. Simulation & Gaming, 45(4-5):569–592.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4):295–312.
Sweller, J., Van Merrienboer, J. J., and Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10:251–296.
Yu, Z., Gao, M., and Wang, L. (2021). The effect of educational games on learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3):522–546.
Publicado
04/11/2024
Como Citar
MACENA, Jeniffer; PIRES, Fernanda; OLIVEIRA, Elaine H. T.; PESSOA, Marcela.
Quanto cabe na sua mochila? Análise da carga cognitiva em um jogo educacional sobre complexidade algorítmica. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 923-936.
DOI: https://doi.org/10.5753/sbie.2024.242588.
