Simulador Educacional para Conscientização de Jovens sobre Riscos Financeiros em Jogos de Aposta Digitais
Resumo
O crescimento das apostas digitais tem ampliado preocupações sociais e educacionais, especialmente entre jovens, devido aos riscos financeiros associados à forma como esses jogos estruturam resultados, estímulos visuais e repetição de apostas. Este artigo apresenta uma proposta inicial de simulador educacional digital que evidencia mecanismos estruturais de jogos de aposta digitais do tipo caça-níquel, apoiando a conscientização sobre riscos financeiros. A pesquisa é exploratória e orientada ao desenvolvimento de um artefato educacional. Como resultados iniciais, apresenta-se um protótipo com etapas progressivas e uma proposta de apoio à mediação docente em sala de aula.
Palavras-chave:
Apostas Digitais, Simulador Educacional, Educação Financeira
Referências
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Barton, K. R., Yazdani, Y., Ayer, N., Kalvapalle, S., Brown, S., Stapleton, J., Brown, D. G., and Harrigan, K. A. (2017). The effect of losses disguised as wins and near misses in electronic gaming machines: A systematic review. Journal of Gambling Studies, 33(4):1241–1260.
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Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., and Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4):499–541.
Chóliz, M., Marcos, M., and Bueno, F. (2022). Ludens: A gambling addiction prevention program based on the principles of ethical gambling. Journal of Gambling Studies, 38:993–1008.
Clark, L., Lawrence, A. J., Astley-Jones, F., and Gray, N. (2009). Gambling near-misses enhance motivation to gamble and recruit win-related brain circuitry. Neuron, 61(3):481–490.
CNC (2024). Estudo exclusivo: Bets. Portal do Comércio. Disponível em: [link]. Acesso em: 6 maio 2026.
Dobbie, F., Miller, M., Niven, A., Wardle, H., Weir, C., Ensor, H., Stoddart, A., Griffiths, D., Noble, L., Purves, R., and White, J. (2026). Preventing gambling-related harm in adolescents (program-a), a secondary school-based social network intervention: Results from a pilot cluster randomised controlled trial. Addiction, 121(4):777–787.
Ferreira, Y. (2024). Tigrinho vai à escola: apostas invadem recreios e salas de aula. Agência Pública. Publicado em 19 set. 2024. Acesso em 6 maio 2026.
Gimenez Lozano, J. M. and Morales Rodriguez, F. M. (2022). Systematic review: Preventive intervention to curb the youth online gambling problem. Sustainability, 14(11):6402.
Grebogy, E., Santos, I., and Castilho, M. (2025). Computar brincando: Cultura digital nos anos iniciais do ensino fundamental. In Anais do XXXVI Simpósio Brasileiro de Informática na Educação, pages 1508–1518, Porto Alegre, RS, Brasil. SBC.
Harrigan, K. A. and Dixon, M. (2009). Par sheets, probabilities, and slot machine play: Implications for problem and non-problem gambling. Journal of Gambling Issues, (23).
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research. MIS Q., 28(1):75–105.
Keen, B., Blaszczynski, A., and Anjoul, F. (2017). Systematic review of empirically evaluated school-based gambling education programs. Journal of Gambling Studies, 33(1):301–325.
Livingstone, C. (2017). How electronic gambling machines work: Egm structural characteristics. Technical report, Australian Gambling Research Centre, Australian Institute of Family Studies, Melbourne. AGRC Discussion Paper.
Martín-Pérez, C., Vadillo, M. A., van Holst, R. J., Perales, J. C., and Navas, J. F. (2025). Evidence on the effectiveness of a gamified intervention for gambling prevention problems in vocational training and university students. Acta Psychologica, 261:105825.
Nicholson, S. (2013). Debriefing in experiential educational games. Systemics, Cybernetics and Informatics, 11(6):23–29.
Parke, J. and Griffiths, M. D. (2006). The psychology of the fruit machine: The role of structural characteristics (revisited). International Journal of Mental Health and Addiction, 4(2):151–179.
Pisklak, J. M., Yong, J. J. H., and Spetch, M. L. (2020). The near-miss effect in slot machines: A review and experimental analysis over half a century later. Journal of Gambling Studies, 36(2):611–632.
Talebi, F. and Bazrafshan, F. (2025). Effectiveness of preventive gambling interventions in adolescents: a systematic review and meta-analysis. Addictive Behaviors, 170:108436.
UNICEF (2022). A study of adolescents' knowledge, attitude and practice to gambling. Technical report, UNICEF Georgia. Disponível em: [link]. Acesso em: 6 maio 2026.
Wardle, H. et al. (2024). The lancet public health commission on gambling. The Lancet Public Health, 9(11):e950–e994.
Andrà, C., Parolini, N., Santi, G., and Sbaragli, S. (2015). Using gambling simulators to foster awareness about gambling risks: A focus on emotions. Digital Experiences in Mathematics Education, 1(2):293–317.
Barton, K. R., Yazdani, Y., Ayer, N., Kalvapalle, S., Brown, S., Stapleton, J., Brown, D. G., and Harrigan, K. A. (2017). The effect of losses disguised as wins and near misses in electronic gaming machines: A systematic review. Journal of Gambling Studies, 33(4):1241–1260.
Brito, J., Lima, J., and Netto, J. (2025). Uma aplicação de inteligência artificial no apoio sociopsicopedagógico: Uma proposta de sistema para prevenção da evasão escolar. In Anais do XXXVI Simpósio Brasileiro de Informática na Educação, pages 1551–1559, Porto Alegre, RS, Brasil. SBC.
Canale, N., Vieno, A., Griffiths, M. D., Marino, C., Chieco, F., Disperati, F., Andriolo, S., and Santinello, M. (2016). The efficacy of a web-based gambling intervention program for high school students: A preliminary randomized study. Computers in Human Behavior, 55:946–954.
Cardinali, P., Guasco, S., Boero, F., and Olcese, M. (2026). Gamble game: a pilot mixed-methods study on board games for adolescent gambling prevention in the school setting. Frontiers in Psychology, 17:1756454.
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., and Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4):499–541.
Chóliz, M., Marcos, M., and Bueno, F. (2022). Ludens: A gambling addiction prevention program based on the principles of ethical gambling. Journal of Gambling Studies, 38:993–1008.
Clark, L., Lawrence, A. J., Astley-Jones, F., and Gray, N. (2009). Gambling near-misses enhance motivation to gamble and recruit win-related brain circuitry. Neuron, 61(3):481–490.
CNC (2024). Estudo exclusivo: Bets. Portal do Comércio. Disponível em: [link]. Acesso em: 6 maio 2026.
Dobbie, F., Miller, M., Niven, A., Wardle, H., Weir, C., Ensor, H., Stoddart, A., Griffiths, D., Noble, L., Purves, R., and White, J. (2026). Preventing gambling-related harm in adolescents (program-a), a secondary school-based social network intervention: Results from a pilot cluster randomised controlled trial. Addiction, 121(4):777–787.
Ferreira, Y. (2024). Tigrinho vai à escola: apostas invadem recreios e salas de aula. Agência Pública. Publicado em 19 set. 2024. Acesso em 6 maio 2026.
Gimenez Lozano, J. M. and Morales Rodriguez, F. M. (2022). Systematic review: Preventive intervention to curb the youth online gambling problem. Sustainability, 14(11):6402.
Grebogy, E., Santos, I., and Castilho, M. (2025). Computar brincando: Cultura digital nos anos iniciais do ensino fundamental. In Anais do XXXVI Simpósio Brasileiro de Informática na Educação, pages 1508–1518, Porto Alegre, RS, Brasil. SBC.
Harrigan, K. A. and Dixon, M. (2009). Par sheets, probabilities, and slot machine play: Implications for problem and non-problem gambling. Journal of Gambling Issues, (23).
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research. MIS Q., 28(1):75–105.
Keen, B., Blaszczynski, A., and Anjoul, F. (2017). Systematic review of empirically evaluated school-based gambling education programs. Journal of Gambling Studies, 33(1):301–325.
Livingstone, C. (2017). How electronic gambling machines work: Egm structural characteristics. Technical report, Australian Gambling Research Centre, Australian Institute of Family Studies, Melbourne. AGRC Discussion Paper.
Martín-Pérez, C., Vadillo, M. A., van Holst, R. J., Perales, J. C., and Navas, J. F. (2025). Evidence on the effectiveness of a gamified intervention for gambling prevention problems in vocational training and university students. Acta Psychologica, 261:105825.
Nicholson, S. (2013). Debriefing in experiential educational games. Systemics, Cybernetics and Informatics, 11(6):23–29.
Parke, J. and Griffiths, M. D. (2006). The psychology of the fruit machine: The role of structural characteristics (revisited). International Journal of Mental Health and Addiction, 4(2):151–179.
Pisklak, J. M., Yong, J. J. H., and Spetch, M. L. (2020). The near-miss effect in slot machines: A review and experimental analysis over half a century later. Journal of Gambling Studies, 36(2):611–632.
Talebi, F. and Bazrafshan, F. (2025). Effectiveness of preventive gambling interventions in adolescents: a systematic review and meta-analysis. Addictive Behaviors, 170:108436.
UNICEF (2022). A study of adolescents' knowledge, attitude and practice to gambling. Technical report, UNICEF Georgia. Disponível em: [link]. Acesso em: 6 maio 2026.
Wardle, H. et al. (2024). The lancet public health commission on gambling. The Lancet Public Health, 9(11):e950–e994.
Publicado
05/10/2026
Como Citar
CARTAGENA, Tatiana; RODRIGUES, Rafael Araújo; DUARTE, Michael.
Simulador Educacional para Conscientização de Jovens sobre Riscos Financeiros em Jogos de Aposta Digitais. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 37. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2805-2814.
DOI: https://doi.org/10.5753/sbie.2026.28144.
