"Onde foi que eu errei?": percepção de desenvolvedores sobre Game Design Educacional e UX/UI em jogos educacionais
Resumo
Em jogos educacionais digitais, avaliações pouco específicas podem não indicar com clareza quais aspectos do design e da interface precisam ser aprimorados. Este estudo investiga a percepção de desenvolvedores sobre problemas de Game Design Educacional e UX/UI ao avaliarem seus próprios protótipos. A investigação envolveu dois jogos desenvolvidos para diferentes contextos de aprendizagem, participantes com diferentes níveis de experiência, análise documental e entrevistas semiestruturadas. Os resultados indicam problemas e potencialidades relacionados à clareza dos objetivos, coerência das mecânicas, feedback, progressão, organização visual, consistência da interface e navegação, oferecendo subsídios para o refinamento dos protótipos.
Palavras-chave:
Game Design Educacional, UX/UI, Jogos Educacionais
Referências
Abt, C. C. (1987). Serious Games. University Press of America.
Alonso-Fernandez, C., Calvo, A., Freire, M., Martinez-Ortiz, I., and Fernandez-Manjon, B. (2017). Systematizing game learning analytics for serious games. In 2017 IEEE global engineering education conference (EDUCON), pages 1111–1118. IEEE.
Barbero, G., Bonsangue, M. M., and Hermans, F. F. (2023). How to evaluate games in education: A literature review. In International Conference on Smart Learning Environments, pages 32–41. Springer.
Boller, S. and Kapp, K. (2018). Jogar para aprender: tudo o que você precisa saber sobre o design de jogos de aprendizagem eficazes. DVS Editora.
Das, A., Wu, Z., Skrjanec, I., and Feit, A. M. (2024). Shifting focus with hceye: Exploring the dynamics of visual highlighting and cognitive load on user attention and saliency prediction. Proceedings of the ACM on Human-Computer Interaction, 8(ETRA):1–18.
Dimitriadou, A., Djafarova, N., Turetken, O., Verkuyl, M., and Ferworn, A. (2021). Challenges in serious game design and development: Educators' experiences. Simulation & Gaming, 52(2):132–152.
Filho, A., Honda, F., Macena, J., Lima, M., Pessoa, M., and Pires, F. (2025). Dungeons and diabetes: co-design of an educational game to promote diabetes awareness. In Anais do XXXVI Simpósio Brasileiro de Informática na Educação, pages 1787–1796, Porto Alegre, RS, Brasil. SBC.
Freeman, G. and McNeese, N. J. (2019). Exploring indie game development: Team practices and social experiences in a creativity-centric technology community. Computer Supported Cooperative Work (CSCW), 28(3):723–748.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, New York, 2nd edition.
Gomez, M. J., Ruipérez-Valiente, J. A., and Clemente, F. J. G. (2022). A systematic literature review of game-based assessment studies: Trends and challenges. IEEE Transactions on Learning Technologies, 16(4):500–515.
Hadjileontiadou, S., Dias, S. B., and Hadjileontiadis, L. (2023). A conceptual framework (2d-me) for explaining self–first and self–third person views of prototyping dynamics in serious games design: Experimental case study. JMIR Serious Games, 11(1):e41824.
Hawlitschek, A. and Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students' learning, motivation and cognitive load. Computers in Human Behavior, 72:79–86.
Hodent, C. (2020). The psychology of video games. Routledge.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1):13–24.
Klopfer, E., Haas, J., Osterweil, S., and Rosenheck, L. (2018). Resonant games: Design principles for learning games that connect hearts, minds, and the everyday. MIT Press.
Kusmawan, A., Rahman, R., Anis, N., and Arifudin, O. (2025). The relationship between teacher involvement in curriculum development and student learning outcomes. International Journal of Educatio Elementaria and Psychologia, 2(1):1–12.
Lais, R., Honda, F., Pessoa, M., Xavier, C., and Pires, F. (2024). Enigma pirata: praticando teoria dos conjuntos e desenvolvendo o pensamento computacional. In Anais do XXIII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 902–914, Porto Alegre, RS, Brasil. SBC.
Mahmoud, E. (2023). Practical technology integration into mathematics teaching in elementary education: Instructional design model, teaching strategies, and assessment techniques. Remittances Review, 8(4):2912–2932.
Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press, New York, NY, USA.
Mayer, R. E. and Fiorella, L. (2014). 12 principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In The Cambridge handbook of multimedia learning, volume 279, pages 279–315. Cambridge University Press New York, NY.
Morrell, E., Kultima, A., Grufstedt, Y., and Kauppinen, T. (2023). Promotypes-prototyping games for a university game production pipeline. In Proceedings of the 18th International Conference on the Foundations of Digital Games, pages 1–8.
Nielsen, J. (1994). Enhancing the explanatory power of usability heuristics. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, page 152–158.
Oliveira, R., Belarmino, G., Rodriguez, C., Goya, D., Venero, M. F., Júnior, A. O., and da Rocha, R. V. (2019). Avaliações em jogos educacionais: instrumentos de avaliação da reação, aprendizagem e comparação de jogos. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 972.
Petri, G., Von Wangenheim, C. G., and Borgatto, A. F. (2019). Meega+: Um modelo para a avaliação de jogos educacionais para o ensino de computação. Revista Brasileira de Informática na Educação, 27(03):52–81.
Pires, F., Pessoa, M., de Lima, F. M. M., Bernardo, J. R. S., and Ferreira, R. M. (2020). O livro do conhecimento: um serious game educacional para aprendizagem de ortografia da língua portuguesa. Revista Brasileira de Informática na Educação, 28:436–460.
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.
Shaheen, A., Ali, S., and Fotaris, P. (2023). Assessing the efficacy of reflective game design: A design-based study in digital game-based learning. Education Sciences, 13(12):1204.
Shneiderman, B. and Plaisant, C. (2010). Designing the user interface: strategies for effective human-computer interaction. Pearson Education India.
Shute, V. J. and Sun, C. (2020). Games for assessment. In Plass, J. L., Mayer, R. E., and Homer, B. D., editors, Handbook of Game-Based Learning, pages 377–400. MIT Press, Cambridge, MA.
Silva, D., Melo, R., Pires, F., and Pessoa, M. (2021). Avaliacão de objetos digitais de aprendizagem: como os licenciados em computação analisam jogos educacionais? RENOTE, 19(2):111–121.
Walsh, C. S. and Schmoelz, A. (2015). Stop the mob! pre-service teachers designing a serious game to challenge bullying. In International Conference on Games and Learning Alliance, pages 431–440. Springer.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Alonso-Fernandez, C., Calvo, A., Freire, M., Martinez-Ortiz, I., and Fernandez-Manjon, B. (2017). Systematizing game learning analytics for serious games. In 2017 IEEE global engineering education conference (EDUCON), pages 1111–1118. IEEE.
Barbero, G., Bonsangue, M. M., and Hermans, F. F. (2023). How to evaluate games in education: A literature review. In International Conference on Smart Learning Environments, pages 32–41. Springer.
Boller, S. and Kapp, K. (2018). Jogar para aprender: tudo o que você precisa saber sobre o design de jogos de aprendizagem eficazes. DVS Editora.
Das, A., Wu, Z., Skrjanec, I., and Feit, A. M. (2024). Shifting focus with hceye: Exploring the dynamics of visual highlighting and cognitive load on user attention and saliency prediction. Proceedings of the ACM on Human-Computer Interaction, 8(ETRA):1–18.
Dimitriadou, A., Djafarova, N., Turetken, O., Verkuyl, M., and Ferworn, A. (2021). Challenges in serious game design and development: Educators' experiences. Simulation & Gaming, 52(2):132–152.
Filho, A., Honda, F., Macena, J., Lima, M., Pessoa, M., and Pires, F. (2025). Dungeons and diabetes: co-design of an educational game to promote diabetes awareness. In Anais do XXXVI Simpósio Brasileiro de Informática na Educação, pages 1787–1796, Porto Alegre, RS, Brasil. SBC.
Freeman, G. and McNeese, N. J. (2019). Exploring indie game development: Team practices and social experiences in a creativity-centric technology community. Computer Supported Cooperative Work (CSCW), 28(3):723–748.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, New York, 2nd edition.
Gomez, M. J., Ruipérez-Valiente, J. A., and Clemente, F. J. G. (2022). A systematic literature review of game-based assessment studies: Trends and challenges. IEEE Transactions on Learning Technologies, 16(4):500–515.
Hadjileontiadou, S., Dias, S. B., and Hadjileontiadis, L. (2023). A conceptual framework (2d-me) for explaining self–first and self–third person views of prototyping dynamics in serious games design: Experimental case study. JMIR Serious Games, 11(1):e41824.
Hawlitschek, A. and Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students' learning, motivation and cognitive load. Computers in Human Behavior, 72:79–86.
Hodent, C. (2020). The psychology of video games. Routledge.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1):13–24.
Klopfer, E., Haas, J., Osterweil, S., and Rosenheck, L. (2018). Resonant games: Design principles for learning games that connect hearts, minds, and the everyday. MIT Press.
Kusmawan, A., Rahman, R., Anis, N., and Arifudin, O. (2025). The relationship between teacher involvement in curriculum development and student learning outcomes. International Journal of Educatio Elementaria and Psychologia, 2(1):1–12.
Lais, R., Honda, F., Pessoa, M., Xavier, C., and Pires, F. (2024). Enigma pirata: praticando teoria dos conjuntos e desenvolvendo o pensamento computacional. In Anais do XXIII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 902–914, Porto Alegre, RS, Brasil. SBC.
Mahmoud, E. (2023). Practical technology integration into mathematics teaching in elementary education: Instructional design model, teaching strategies, and assessment techniques. Remittances Review, 8(4):2912–2932.
Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press, New York, NY, USA.
Mayer, R. E. and Fiorella, L. (2014). 12 principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In The Cambridge handbook of multimedia learning, volume 279, pages 279–315. Cambridge University Press New York, NY.
Morrell, E., Kultima, A., Grufstedt, Y., and Kauppinen, T. (2023). Promotypes-prototyping games for a university game production pipeline. In Proceedings of the 18th International Conference on the Foundations of Digital Games, pages 1–8.
Nielsen, J. (1994). Enhancing the explanatory power of usability heuristics. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, page 152–158.
Oliveira, R., Belarmino, G., Rodriguez, C., Goya, D., Venero, M. F., Júnior, A. O., and da Rocha, R. V. (2019). Avaliações em jogos educacionais: instrumentos de avaliação da reação, aprendizagem e comparação de jogos. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 972.
Petri, G., Von Wangenheim, C. G., and Borgatto, A. F. (2019). Meega+: Um modelo para a avaliação de jogos educacionais para o ensino de computação. Revista Brasileira de Informática na Educação, 27(03):52–81.
Pires, F., Pessoa, M., de Lima, F. M. M., Bernardo, J. R. S., and Ferreira, R. M. (2020). O livro do conhecimento: um serious game educacional para aprendizagem de ortografia da língua portuguesa. Revista Brasileira de Informática na Educação, 28:436–460.
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.
Shaheen, A., Ali, S., and Fotaris, P. (2023). Assessing the efficacy of reflective game design: A design-based study in digital game-based learning. Education Sciences, 13(12):1204.
Shneiderman, B. and Plaisant, C. (2010). Designing the user interface: strategies for effective human-computer interaction. Pearson Education India.
Shute, V. J. and Sun, C. (2020). Games for assessment. In Plass, J. L., Mayer, R. E., and Homer, B. D., editors, Handbook of Game-Based Learning, pages 377–400. MIT Press, Cambridge, MA.
Silva, D., Melo, R., Pires, F., and Pessoa, M. (2021). Avaliacão de objetos digitais de aprendizagem: como os licenciados em computação analisam jogos educacionais? RENOTE, 19(2):111–121.
Walsh, C. S. and Schmoelz, A. (2015). Stop the mob! pre-service teachers designing a serious game to challenge bullying. In International Conference on Games and Learning Alliance, pages 431–440. Springer.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Publicado
05/10/2026
Como Citar
MACENA, Jeniffer; HARADA, Elaine; PESSOA, Marcela; PIRES, Fernanda.
"Onde foi que eu errei?": percepção de desenvolvedores sobre Game Design Educacional e UX/UI em jogos educacionais. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2443-2457.
DOI: https://doi.org/10.5753/sbie.2026.28504.
