Acceptance Evaluation of MEEGA+ to Assess Games Addressing the Theme of Sexual Violence
Resumo
Educational games uniquely address sexual violence, but standardizing their Usability and Player Experience evaluation remains challenging. This paper presents the feasibility and acceptance of the MEEGA+ model to evaluate games in this context. A study with seven Human-Computer Interaction experts analyzed two games and evaluated MEEGA+ based on Technology Acceptance Model indicators. Results show that although MEEGA+ was perceived as easy to use and useful, its general statements do not fully capture the emotional depth and pedagogical demands of sensitive themes, highlighting the need for specialized evaluation instruments.
Palavras-chave:
Sexual Violence, Serious Games, Player Experience, Usability
Referências
Albert, B. and Tullis, T. (2022). Measuring the user experience: Collecting, analyzing, and presenting UX metrics. Morgan Kaufmann.
Almeida, L. R., Machado, L. S., Medeiros, A. T., Coelho, H. F., Andrade, J. M., and Moraes, R. M. (2018). The caixa de pandora game: Changing behaviors and attitudes toward violence against women. Computers in Entertainment (CIE), 16(3):1–13.
Basili, V. R., Caldiera, G., and Rombach, H. D. (1994). The goal question metric approach. pages 528–532. John Wiley & Sons.
Candiotti, J. L., Park, S., Lee, C. D., Rafferty, E. J., Cooper, R., and Cooper, R. A. (2024). Pilot testing and validation of an educational game on transportation challenges for mobility device users. Disabilities, 4(4):830–842.
Conde, E. L. (2020). Boundaries: Developing a game-based intervention for sexuality education for adults with intellectual disability. In Proceedings of the ACM Conference on Computers and Accessibility.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., and Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & education, 59(2):661–686.
Corbin, J. and Strauss, A. (2014). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. SAGE Publications.
Davis, F. D. et al. (1989). Technology acceptance model: Tam. Al-Suqri, MN, Al-Aufi, AS: Information Seeking Behavior and Technology Adoption, 205(219):5.
Finkelhor, D., Walsh, K., Jones, L., Sutton, S., and Opuda, E. (2022). What works to prevent violence against children online? World Health Organization, Geneva, Switzerland.
Gargamel Estudio (2018). Chuka: Break the Silence. Video game designed to help young girls develop responses to gender-based violence.
Ijaz, K., Ahmadpour, N., Wang, Y., and Calvo, R. A. (2020). Player experience of needs satisfaction (pens) in an immersive virtual reality exercise platform describes motivation and enjoyment. International Journal of Human–Computer Interaction, 36(13):1195–1204.
IJsselsteijn, W. A., De Kort, Y. A., and Poels, K. (2013). The game experience questionnaire.
Instituto Ficar de Bem (2025). Fique de olho. Accessed: Jan 2026.
International Organization for Standardization (2018). ISO 9241-11:2018 - Ergonomics of human-system interaction – Part 11: Usability: Definitions and concepts. [link]. Accessed: Jan 2026.
Nipo, D. T., Rodrigues, R. L., and de França, R. S. (2026). Computational fables: Design and validation of a digital game to assess computational thinking skills in elementary school. Revista Brasileira de Informática na Educação, 34:376–403.
Petri, G. and Gresse von Wangenheim, C. (2016). How to evaluate educational games: a systematic literature review. Journal of Universal Computer Science, 22:992.
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, 3:1–40.
Silva, R., Andrade, R., Filho, J., Santos, I. D. S., Paiva, J., and Aragão, B. (2020). Design and evaluation of a mobile application for an educational card game. Journal on Interactive Systems, 11(1):110–124.
Stieler-Hunt, C., Jones, C. M., Rolfe, B., and Pozzebon, K. (2014). Examining key design decisions involved in developing a serious game for child sexual abuse prevention. Frontiers in Psychology.
World Health Organization (2021). Violence against women prevalence estimates, 2018: global, regional and national prevalence estimates for intimate partner violence against women and global and regional prevalence estimates for non-partner sexual violence against women. World Health Organization.
Almeida, L. R., Machado, L. S., Medeiros, A. T., Coelho, H. F., Andrade, J. M., and Moraes, R. M. (2018). The caixa de pandora game: Changing behaviors and attitudes toward violence against women. Computers in Entertainment (CIE), 16(3):1–13.
Basili, V. R., Caldiera, G., and Rombach, H. D. (1994). The goal question metric approach. pages 528–532. John Wiley & Sons.
Candiotti, J. L., Park, S., Lee, C. D., Rafferty, E. J., Cooper, R., and Cooper, R. A. (2024). Pilot testing and validation of an educational game on transportation challenges for mobility device users. Disabilities, 4(4):830–842.
Conde, E. L. (2020). Boundaries: Developing a game-based intervention for sexuality education for adults with intellectual disability. In Proceedings of the ACM Conference on Computers and Accessibility.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., and Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & education, 59(2):661–686.
Corbin, J. and Strauss, A. (2014). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. SAGE Publications.
Davis, F. D. et al. (1989). Technology acceptance model: Tam. Al-Suqri, MN, Al-Aufi, AS: Information Seeking Behavior and Technology Adoption, 205(219):5.
Finkelhor, D., Walsh, K., Jones, L., Sutton, S., and Opuda, E. (2022). What works to prevent violence against children online? World Health Organization, Geneva, Switzerland.
Gargamel Estudio (2018). Chuka: Break the Silence. Video game designed to help young girls develop responses to gender-based violence.
Ijaz, K., Ahmadpour, N., Wang, Y., and Calvo, R. A. (2020). Player experience of needs satisfaction (pens) in an immersive virtual reality exercise platform describes motivation and enjoyment. International Journal of Human–Computer Interaction, 36(13):1195–1204.
IJsselsteijn, W. A., De Kort, Y. A., and Poels, K. (2013). The game experience questionnaire.
Instituto Ficar de Bem (2025). Fique de olho. Accessed: Jan 2026.
International Organization for Standardization (2018). ISO 9241-11:2018 - Ergonomics of human-system interaction – Part 11: Usability: Definitions and concepts. [link]. Accessed: Jan 2026.
Nipo, D. T., Rodrigues, R. L., and de França, R. S. (2026). Computational fables: Design and validation of a digital game to assess computational thinking skills in elementary school. Revista Brasileira de Informática na Educação, 34:376–403.
Petri, G. and Gresse von Wangenheim, C. (2016). How to evaluate educational games: a systematic literature review. Journal of Universal Computer Science, 22:992.
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, 3:1–40.
Silva, R., Andrade, R., Filho, J., Santos, I. D. S., Paiva, J., and Aragão, B. (2020). Design and evaluation of a mobile application for an educational card game. Journal on Interactive Systems, 11(1):110–124.
Stieler-Hunt, C., Jones, C. M., Rolfe, B., and Pozzebon, K. (2014). Examining key design decisions involved in developing a serious game for child sexual abuse prevention. Frontiers in Psychology.
World Health Organization (2021). Violence against women prevalence estimates, 2018: global, regional and national prevalence estimates for intimate partner violence against women and global and regional prevalence estimates for non-partner sexual violence against women. World Health Organization.
Publicado
05/10/2026
Como Citar
DA COSTA, Yan Oliveira; SEVERIANO, Gabriela; VALENTIM, Natasha Malveira Costa.
Acceptance Evaluation of MEEGA+ to Assess Games Addressing the Theme of Sexual Violence. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 1148-1161.
DOI: https://doi.org/10.5753/sbie.2026.27610.
