Uma proposta de arquitetura computacional para autoria dinâmica de jogos digitais educacionais Web com suporte a Game Learning Analytics
Resumo
Jogos digitais educacionais podem tornar o aprendizado mais interativo e envolvente, auxiliando na aquisição de habilidades essenciais para a educação do século XXI, como pensamento crítico, resolução de problemas e colaboração. Para serem eficazes, esses jogos devem ser projetados com objetivos de aprendizagem em mente e baseados em princípios educacionais sólidos, sendo essencial o uso de modelos arquiteturais apropriados. Este artigo apresenta uma proposta de modelagem arquitetural para a autoria de jogos digitais educacionais Web com suporte a técnicas de game learning analytics. O modelo proposto foi definido a partir de requisitos levantados em um workshop de design participativo, com duas sessões de grupos focais, realizadas com professores da educação básica.
Palavras-chave:
autoria dinâmica, jogos digitais educacionais, analíticas de aprendizado em jogos, modelagem arquitetural, jogos educacionais web, design participativo, objetivos de aprendizagem, analíticas de aprendi
Referências
Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2022). Game learning analytics: Blending visual and data mining techniques to improve serious games and to better understand player learning. Journal of Learning Analytics, 9(3), 32–49.
Bado, N. (2022). Game-based learning pedagogy: a review of the literature. Interactive Learning Environments, 30(5), 936–948.
Baldeon, J., Puig, A., Rodriguez, I., & Zardain, L. (2018). A platform for the authoring of educational games. In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI), 1–6.
Basawapatna, A. R., Koh, K. H., & Repenning, A. (2010). Using scalable game design to teach computer science from middle school to graduate school. In Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education, 224–228.
Davidoff, S., Lee, M. K., Dey, A. K., & Zimmerman, J. (2007). Rapidly exploring application design through speed dating. In Krumm, J., Abowd, G. D., Seneviratne, A., & Strang, T. (Eds.), UbiComp 2007: Ubiquitous Computing (pp. 429–446). Springer Berlin Heidelberg.
Figueroa Flores, J. (2016). Gamification and game-based learning: Two strategies for the 21st century learner. World Journal of Educational Research, 3, 507.
Kezar, A., & Kinzie, J. (2006). Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development, 47(2), 149–172.
Liomas, I., Altanis, I., & Retalis, S. (2017). An authoring toolkit for creating digital learning board games for cognitive and social skills development. In 2017 IEEE Global Engineering Education Conference (EDUCON), 508–513.
Nieborg, D. B. (2009). Video game appropriation through modding. In Proceedings of DiGRA 2009–Breaking New Ground: Innovation in Games, Play, Practice and Theory.
Papanastasiou, E., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology & Society, 11, 69–86.
Pizzol, S. J. S. (2004). Combinação de grupos focais e análise discriminante: um método para tipificação de sistemas de produção agropecuária. Revista de Economia e Sociologia Rural, 42(3), 451–468.
Preece, J., Sharp, H., & Rogers, Y. (2019). Interaction Design: Beyond Human-Computer Interaction (5th ed.). John Wiley & Sons.
Rodrigues, K. R. d. H., Neris, V. P. d. A., Zavarizz, R. G., da Silva, J. W., Silva, T. M., Verhalen, A. E. C., & de Souza, P. M. (2021). Criando jogos digitais terapêuticos a partir da plataforma de autoria Rufus. Revista de Informática Teórica e Aplicada, 28(1), 89–102.
Squire, K. (2011). Video games and education: Designing learning systems for an interactive age. Educational researcher, 40(4), 16–21.
Thillainathan, N., Hoffmann, H., Hirdes, E. M., & Leimeister, J. M. (2013). Enabling educators to design serious games—A serious game logic and structure modeling language. In Proceedings of the 8th European Conference on Scaling up Learning for Sustained Impact (pp. 643–644). Springer-Verlag.
Ullah, M., Amin, S. U., Munsif, M., Safaev, U., Khan, H., Khan, S., & Ullah, H. (2022). Serious games in science education: A systematic literature review. Virtual Reality & Intelligent Hardware, 4(3), 189–209.
Yang, Y.-T. C., & Chang, C.-H. (2014). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Educational Technology & Society, 17(1), 306–316.
Yessad, A., Labat, J.-M., & Kermorvant, F. (2010). Segae: A serious game authoring environment. In 2010 10th IEEE International Conference on Advanced Learning Technologies, 538–540
Bado, N. (2022). Game-based learning pedagogy: a review of the literature. Interactive Learning Environments, 30(5), 936–948.
Baldeon, J., Puig, A., Rodriguez, I., & Zardain, L. (2018). A platform for the authoring of educational games. In 2018 13th Iberian Conference on Information Systems and Technologies (CISTI), 1–6.
Basawapatna, A. R., Koh, K. H., & Repenning, A. (2010). Using scalable game design to teach computer science from middle school to graduate school. In Proceedings of the Fifteenth Annual Conference on Innovation and Technology in Computer Science Education, 224–228.
Davidoff, S., Lee, M. K., Dey, A. K., & Zimmerman, J. (2007). Rapidly exploring application design through speed dating. In Krumm, J., Abowd, G. D., Seneviratne, A., & Strang, T. (Eds.), UbiComp 2007: Ubiquitous Computing (pp. 429–446). Springer Berlin Heidelberg.
Figueroa Flores, J. (2016). Gamification and game-based learning: Two strategies for the 21st century learner. World Journal of Educational Research, 3, 507.
Kezar, A., & Kinzie, J. (2006). Examining the ways institutions create student engagement: The role of mission. Journal of College Student Development, 47(2), 149–172.
Liomas, I., Altanis, I., & Retalis, S. (2017). An authoring toolkit for creating digital learning board games for cognitive and social skills development. In 2017 IEEE Global Engineering Education Conference (EDUCON), 508–513.
Nieborg, D. B. (2009). Video game appropriation through modding. In Proceedings of DiGRA 2009–Breaking New Ground: Innovation in Games, Play, Practice and Theory.
Papanastasiou, E., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology & Society, 11, 69–86.
Pizzol, S. J. S. (2004). Combinação de grupos focais e análise discriminante: um método para tipificação de sistemas de produção agropecuária. Revista de Economia e Sociologia Rural, 42(3), 451–468.
Preece, J., Sharp, H., & Rogers, Y. (2019). Interaction Design: Beyond Human-Computer Interaction (5th ed.). John Wiley & Sons.
Rodrigues, K. R. d. H., Neris, V. P. d. A., Zavarizz, R. G., da Silva, J. W., Silva, T. M., Verhalen, A. E. C., & de Souza, P. M. (2021). Criando jogos digitais terapêuticos a partir da plataforma de autoria Rufus. Revista de Informática Teórica e Aplicada, 28(1), 89–102.
Squire, K. (2011). Video games and education: Designing learning systems for an interactive age. Educational researcher, 40(4), 16–21.
Thillainathan, N., Hoffmann, H., Hirdes, E. M., & Leimeister, J. M. (2013). Enabling educators to design serious games—A serious game logic and structure modeling language. In Proceedings of the 8th European Conference on Scaling up Learning for Sustained Impact (pp. 643–644). Springer-Verlag.
Ullah, M., Amin, S. U., Munsif, M., Safaev, U., Khan, H., Khan, S., & Ullah, H. (2022). Serious games in science education: A systematic literature review. Virtual Reality & Intelligent Hardware, 4(3), 189–209.
Yang, Y.-T. C., & Chang, C.-H. (2014). Empowering students through digital game authorship: Enhancing concentration, critical thinking, and academic achievement. Educational Technology & Society, 17(1), 306–316.
Yessad, A., Labat, J.-M., & Kermorvant, F. (2010). Segae: A serious game authoring environment. In 2010 10th IEEE International Conference on Advanced Learning Technologies, 538–540
Publicado
04/11/2024
Como Citar
DAIREL, João Gabriel de Matos; CATTELAN, Renan G.; ARAÚJO, Rafael D..
Uma proposta de arquitetura computacional para autoria dinâmica de jogos digitais educacionais Web com suporte a Game Learning Analytics. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 961-974.
DOI: https://doi.org/10.5753/sbie.2024.242618.
