Critérios para a construção de jogos sérios
Resumo
Este artigo descreve critérios que apoiam o balanceamento entre conteúdo, simulação, jogo e avaliação, na construção de jogos sérios. A partir de uma revisão de literatura, foram selecionados conceitos e teorias que embasam a criação de jogos sérios efetivos. Eles foram sistematizados e especificados em 8 critérios, e agrupados em: (a) cenários e fases, (b) objetivos, desafios, instruções e informações, (c) interface, controle, participação e autonomia do aprendiz, e (d) avaliação e feedback. A maioria deles foi utilizada na criação de um jogo sério, o qual foi usado e avaliado por especialistas e aprendizes. Os resultados corroboram que o planejamento foi adequado e balanceado; e que os demais critérios seriam relevantes.
Palavras-chave:
jogos sérios, balanceamento, critérios, simulação, avaliação
Referências
ABNT (2001). NBR ISO 10015:2001 - Gestão da Qualidade: diretrizes para treinamento. RJ: ABNT.
ADAMS, W.K.; et al. (2007). A Study of Educational Simulations Part I – Engagement and Learning. Journal of Interactive Learning Research, v. 12. pp. 397-419.
ALEXANDER; et al. From Gaming to Training: A Review of Studies on Fidelity, Immersion, Presence, and Buy-in and Their Effects on Transfer in PC-Based Simulations and Games. DARWARS Training Impact Group. 2005.
ASLAN, S.; BALCI, O. (2015). GAMED: Digital Educational Game Development Methodology, In: Simulation, v. 91, n. 4, pp. 307-319.
BALCI, O. (2012). A Life Cycle for Modeling and Simulation. Simulation, v. 88, n. 7. pp. 870-883.
BANKS, J.; et al. (2001). Discrete-Event System Simulation. 3rd. ed. New Jersey: Prentice-Hall.
BECKER, K.; PARKER, J. (2012). Serious Instructional Design: ID for digital simulations and games. In: P. RESTA (ED.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012. Chesapeake, VA: AACE. pp. 2480-2485.
BLOOM, B.S. (1956). Taxonomy of Educational Objectives: the classification of educational goals – Handbook I: Cognitive Domain. New York: McKay.
CHANDLER, H.M. (2012). Manual de Produção de Jogos Digitais. 2. ed. Porto Alegre: Bookman.
DICK, W.; CAREY, L. CAREY, J.O. (2004). The Systematic Design of Instruction. 6th ed. Allyn & Bacon.
FEINSTEIN, A. H.; CANNON, H. M. Constructs of Simulation Evaluation. Simulation & Gaming, v. 33, n. 4, 2002. pp. 425-440.
FREITAS, S.; JARVIS, S. (2006). A Framework for Developing Serious Games to meet Learner Need. Interservice/Industry Training, Simulation, and Education Conference. 11p.
HAYS, R.T. (2005). The Effectiveness of Instructional Games: a literature review and discussion. Naval Air Warfare Center Training Systems Division (Technical Report).
HOLLNAGEL, E.; et al. (2011). Resilience Engineering in Practice: a guidebook. England: Ashgate.
IEEE. (2003). 1516.3-2003-IEEE Recommended Practice for High Level Architecture (HLA): federation development and execution process (FEDEP). New York: IEEE.
KIRKLEY, S.; TOMBLIN, S.; KIRKLEY, J. (2005). Instructional Design Authoring Support for the Development of Serious Games and Mixed Reality Training. I/ITSEC. Bloomington.
KIRKPATRICK, D.L.; KIRKPATRICK, J.D. (2006). Evaluating Training Programs: The Four Levels. 3rd Edition. San Francisco, CA, USA: Berrett-Koehle. 568 p.
KOLB, D.A. (1984). Experiential Learning: Experience as The Source of Learning and Development. Englewood Cliffs: Prentice-Hall Inc. pp. 20-38.
KORTELING, J.E., OPRINS, E.A.P.B.; KALLEN, V.L. (2012). Measurement of Effectiveness for Training Simulations. In: RTO System Analysis and Studies Panel (SAS), RTO-MP-SAS-095. Amsterdam, The Netherlands. pp. 1-14.
MARKLUND, B.B. (2013). Games in Formal Educational Settings Obstacles for the Development and Use of Learning Games. Licentiate Dissertation (Informatics), Univ. of Skövde, Sweden.
MILLER, A.; IMRIE, B.W.; COX, K. (1998). Functions of Assessment. In:___. Student Assessment in Higher Education: a handbook for assessing performance. London: Kogan Page. pp. 23-40.
NOVAK, J. (2010). Desenvolvimento de Games. São Paulo: Cengage. 443 p.
PISKURICH, G.; BECKSCHI P.; HALL, B. (2000). The ASTD Handbook of Training Design and Delivery: a comprehensive guide to creating and delivering training programs: instructor-led, computer-based, or self-directed. 2nd ed., New York: McGraw-Hill.
ROCHA, R.V. (2014). Metodologia Iterativa e Modelos Integradores para Desenvolvimento de Jogos Sérios de Treinamento e Avaliação de Desempenho Humano. Tese (Doutorado) – Universidade Federal de São Carlos.
ROCHA, R.V.; CAMPOS, M.R. (2015), GLPSobControle: um jogo sério para o treinamento operacional de controle de vazamento de gás de cozinha. In: Apps.Edu (Protótipo) - Anais dos Workshops do IV Congresso Brasileiro de Informática na Educação, pp. 364-371.
ROCHA, RAFAELA V.; BITTENCOURT, I. I. ; ISOTANI, S. (2015). Análise, Projeto, Desenvolvimento e Avaliação de Jogos Sérios e Afins: uma revisão de desafios e oportunidades. In: XXVI Simpósio Brasileiro de Informática na Educação, pp. 692-701.
ROCHA, R.V.; et al. (2017). AIMED: Agile, Integrative and Open Method for Open Educational Resources Development. In: IEEE 17th International Conference on Advanced Learning Technologies (ICALT), Timisoara, Romania, pp. 163-167.
SALAS, E.; et al. (2009). Performance Measurement in Simulation-Based Training: A Review and Best Practices, In: Simulation Gaming, v. 40, n. 3, pp. 328-376.
SCHUYTEMA, P. (2008). Design de Games: uma abordagem prática. SP: Cengage Learning. 447 p.
ADAMS, W.K.; et al. (2007). A Study of Educational Simulations Part I – Engagement and Learning. Journal of Interactive Learning Research, v. 12. pp. 397-419.
ALEXANDER; et al. From Gaming to Training: A Review of Studies on Fidelity, Immersion, Presence, and Buy-in and Their Effects on Transfer in PC-Based Simulations and Games. DARWARS Training Impact Group. 2005.
ASLAN, S.; BALCI, O. (2015). GAMED: Digital Educational Game Development Methodology, In: Simulation, v. 91, n. 4, pp. 307-319.
BALCI, O. (2012). A Life Cycle for Modeling and Simulation. Simulation, v. 88, n. 7. pp. 870-883.
BANKS, J.; et al. (2001). Discrete-Event System Simulation. 3rd. ed. New Jersey: Prentice-Hall.
BECKER, K.; PARKER, J. (2012). Serious Instructional Design: ID for digital simulations and games. In: P. RESTA (ED.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012. Chesapeake, VA: AACE. pp. 2480-2485.
BLOOM, B.S. (1956). Taxonomy of Educational Objectives: the classification of educational goals – Handbook I: Cognitive Domain. New York: McKay.
CHANDLER, H.M. (2012). Manual de Produção de Jogos Digitais. 2. ed. Porto Alegre: Bookman.
DICK, W.; CAREY, L. CAREY, J.O. (2004). The Systematic Design of Instruction. 6th ed. Allyn & Bacon.
FEINSTEIN, A. H.; CANNON, H. M. Constructs of Simulation Evaluation. Simulation & Gaming, v. 33, n. 4, 2002. pp. 425-440.
FREITAS, S.; JARVIS, S. (2006). A Framework for Developing Serious Games to meet Learner Need. Interservice/Industry Training, Simulation, and Education Conference. 11p.
HAYS, R.T. (2005). The Effectiveness of Instructional Games: a literature review and discussion. Naval Air Warfare Center Training Systems Division (Technical Report).
HOLLNAGEL, E.; et al. (2011). Resilience Engineering in Practice: a guidebook. England: Ashgate.
IEEE. (2003). 1516.3-2003-IEEE Recommended Practice for High Level Architecture (HLA): federation development and execution process (FEDEP). New York: IEEE.
KIRKLEY, S.; TOMBLIN, S.; KIRKLEY, J. (2005). Instructional Design Authoring Support for the Development of Serious Games and Mixed Reality Training. I/ITSEC. Bloomington.
KIRKPATRICK, D.L.; KIRKPATRICK, J.D. (2006). Evaluating Training Programs: The Four Levels. 3rd Edition. San Francisco, CA, USA: Berrett-Koehle. 568 p.
KOLB, D.A. (1984). Experiential Learning: Experience as The Source of Learning and Development. Englewood Cliffs: Prentice-Hall Inc. pp. 20-38.
KORTELING, J.E., OPRINS, E.A.P.B.; KALLEN, V.L. (2012). Measurement of Effectiveness for Training Simulations. In: RTO System Analysis and Studies Panel (SAS), RTO-MP-SAS-095. Amsterdam, The Netherlands. pp. 1-14.
MARKLUND, B.B. (2013). Games in Formal Educational Settings Obstacles for the Development and Use of Learning Games. Licentiate Dissertation (Informatics), Univ. of Skövde, Sweden.
MILLER, A.; IMRIE, B.W.; COX, K. (1998). Functions of Assessment. In:___. Student Assessment in Higher Education: a handbook for assessing performance. London: Kogan Page. pp. 23-40.
NOVAK, J. (2010). Desenvolvimento de Games. São Paulo: Cengage. 443 p.
PISKURICH, G.; BECKSCHI P.; HALL, B. (2000). The ASTD Handbook of Training Design and Delivery: a comprehensive guide to creating and delivering training programs: instructor-led, computer-based, or self-directed. 2nd ed., New York: McGraw-Hill.
ROCHA, R.V. (2014). Metodologia Iterativa e Modelos Integradores para Desenvolvimento de Jogos Sérios de Treinamento e Avaliação de Desempenho Humano. Tese (Doutorado) – Universidade Federal de São Carlos.
ROCHA, R.V.; CAMPOS, M.R. (2015), GLPSobControle: um jogo sério para o treinamento operacional de controle de vazamento de gás de cozinha. In: Apps.Edu (Protótipo) - Anais dos Workshops do IV Congresso Brasileiro de Informática na Educação, pp. 364-371.
ROCHA, RAFAELA V.; BITTENCOURT, I. I. ; ISOTANI, S. (2015). Análise, Projeto, Desenvolvimento e Avaliação de Jogos Sérios e Afins: uma revisão de desafios e oportunidades. In: XXVI Simpósio Brasileiro de Informática na Educação, pp. 692-701.
ROCHA, R.V.; et al. (2017). AIMED: Agile, Integrative and Open Method for Open Educational Resources Development. In: IEEE 17th International Conference on Advanced Learning Technologies (ICALT), Timisoara, Romania, pp. 163-167.
SALAS, E.; et al. (2009). Performance Measurement in Simulation-Based Training: A Review and Best Practices, In: Simulation Gaming, v. 40, n. 3, pp. 328-376.
SCHUYTEMA, P. (2008). Design de Games: uma abordagem prática. SP: Cengage Learning. 447 p.
Publicado
30/10/2017
Como Citar
DA ROCHA, Rafaela Vilela.
Critérios para a construção de jogos sérios. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 28. , 2017, Recife/PE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 947-956.
DOI: https://doi.org/10.5753/cbie.sbie.2017.947.
