Método 3C para Planejamento de Design Colaborativo de Ferramenta Gamificada de combate à Procrastinação
Resumo
A procrastinação, caracterizada pelo adiamento voluntário de tarefas apesar das consequências negativas, pode ser combatida ao estimular a motivação, fator essencial desse comportamento. Este estudo propõe o planejamento de desenvolvimento de uma ferramenta gamificada baseada em design colaborativo, promovendo parcerias entre desenvolvedores e usuários para entender melhor suas necessidades e criar soluções mais eficazes e personalizadas.Referências
Alblwi, A., Stefanidis, A., Phalp, K., and Ali, R. (2019a). Procrastination on social networking sites: Combating by design. In 2019 13th International Conference on Research Challenges in Information Science (RCIS), pages 1–11.
Alblwi, A., Stefanidis, A., Phalp, K., and Ali, R. (2019b). Procrastination on social networks: Types and triggers. In 2019 6th International Conference on Behavioral, Economic and Socio-Cultural Computing (BESC), pages 1–7.
Alsswey, A. and Malak, M. (2024). Effect of using gamification of “kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students. Learning and Motivation, 87.
Amit, A., Shankararam, S. R. G., Pradeep, P., Perumalraja., R., and Kamalesh, S. (2021). Framework for preventing procrastination and increasing productivity. 2021 3rd International Conference on Signal Processing and Communication (ICPSC), pages 228–232.
Andreae, H., Durrant, A., and Kyffin, S. (2019). Recommendations when Designing to Address Procrastination: A Psychological Perspective. Open Access Te Herenga Waka-Victoria University of Wellington.
Cassells, T., Daire’O, B., and Power, K. (2016). The effect of gamification on time-management in tertiary education. In European Conference on Games Based Learning, page 881. Academic Conferences International Limited.
Cassells, T. and O’Broin, D. (2019). The difference in intrinsic motivation when completing a prioritization task in a standard and gamified interface. In GamiFIN Conference.
Costa, M., Gorgônio, A., Gorgônio, F., Vale, K., and Guerra, F. (2023). Utilização de técnicas de gamificação para motivar a realização de atividades complementares em ambiente universitário. In Anais do VIII Congresso sobre Tecnologias na Educação, pages 360–369, Porto Alegre, RS, Brasil. SBC.
Diefenbach, S. and Müssig, A. (2019). Counterproductive effects of gamification: An analysis on the example of the gamified task manager habitica. International Journal of Human-Computer Studies, 127:190–210. Strengthening gamification studies: critical challenges and new opportunities.
Fuks, H., Raposo, A., Gerosa, M. A., Pimental, M., and Lucena, C. (2007). The 3C collaboration model, pages 637–644.
Kirchner-Krath, J., Schmidt-Kraepelin, M., Schöbel, S., Ullrich, M., Sunyaev, A., and Von Korflesch, H. F. O. (2024). Outplay your weaker self: A mixed-methods study on gamification to overcome procrastination in academia. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, CHI ’24, New York, NY, USA. Association for Computing Machinery.
Lukas, C. A. and Berking, M. (2018). Reducing procrastination using a smartphone-based treatment program: A randomized controlled pilot study. Internet Interventions, 12:83–90.
Madrid, M. A. C. and de Jesus, D. M. A. (2021). Towards the design and development of an adaptive gamified task management web application to increase student engagement in online learning. In Sottilare, R. A. and Schwarz, J., editors, Adaptive Instructional Systems. Design and Evaluation, pages 215–223, Cham. Springer International Publishing.
Mistrík, I., Grundy, J., Van Der Hoek, A., and Whitehead, J. (2010). Collaborative software engineering: Challenges and prospects, pages 389–403. Springer.
Mutter, A., Küchler, A.-M., Idrees, A., Kählke, F., Terhorst, Y., and Baumeister, H. (2023). Studicare procrastination - randomized controlled non-inferiority trial of a persuasive design-optimized internet- and mobile-based intervention with digital coach targeting procrastination in college students. BMC Psychology, 11.
Pereira, J. and Díaz, O. (2021). Struggling to keep tabs on capstone projects: A chatbot to tackle student procrastination. ACM Trans. Comput. Educ., 22(1).
Rogers, M., Yao, W., Luxton-Reilly, A., Leinonen, J., Lottridge, D., and Denny, P. (2021). Exploring personalization of gamification in an introductory programming course. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, SIGCSE ’21, page 1121–1127, New York, NY, USA. Association for Computing Machinery.
Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. psychol bull 133: 65-94. Psychological bulletin, 133:65–94.
Alblwi, A., Stefanidis, A., Phalp, K., and Ali, R. (2019b). Procrastination on social networks: Types and triggers. In 2019 6th International Conference on Behavioral, Economic and Socio-Cultural Computing (BESC), pages 1–7.
Alsswey, A. and Malak, M. (2024). Effect of using gamification of “kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students. Learning and Motivation, 87.
Amit, A., Shankararam, S. R. G., Pradeep, P., Perumalraja., R., and Kamalesh, S. (2021). Framework for preventing procrastination and increasing productivity. 2021 3rd International Conference on Signal Processing and Communication (ICPSC), pages 228–232.
Andreae, H., Durrant, A., and Kyffin, S. (2019). Recommendations when Designing to Address Procrastination: A Psychological Perspective. Open Access Te Herenga Waka-Victoria University of Wellington.
Cassells, T., Daire’O, B., and Power, K. (2016). The effect of gamification on time-management in tertiary education. In European Conference on Games Based Learning, page 881. Academic Conferences International Limited.
Cassells, T. and O’Broin, D. (2019). The difference in intrinsic motivation when completing a prioritization task in a standard and gamified interface. In GamiFIN Conference.
Costa, M., Gorgônio, A., Gorgônio, F., Vale, K., and Guerra, F. (2023). Utilização de técnicas de gamificação para motivar a realização de atividades complementares em ambiente universitário. In Anais do VIII Congresso sobre Tecnologias na Educação, pages 360–369, Porto Alegre, RS, Brasil. SBC.
Diefenbach, S. and Müssig, A. (2019). Counterproductive effects of gamification: An analysis on the example of the gamified task manager habitica. International Journal of Human-Computer Studies, 127:190–210. Strengthening gamification studies: critical challenges and new opportunities.
Fuks, H., Raposo, A., Gerosa, M. A., Pimental, M., and Lucena, C. (2007). The 3C collaboration model, pages 637–644.
Kirchner-Krath, J., Schmidt-Kraepelin, M., Schöbel, S., Ullrich, M., Sunyaev, A., and Von Korflesch, H. F. O. (2024). Outplay your weaker self: A mixed-methods study on gamification to overcome procrastination in academia. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems, CHI ’24, New York, NY, USA. Association for Computing Machinery.
Lukas, C. A. and Berking, M. (2018). Reducing procrastination using a smartphone-based treatment program: A randomized controlled pilot study. Internet Interventions, 12:83–90.
Madrid, M. A. C. and de Jesus, D. M. A. (2021). Towards the design and development of an adaptive gamified task management web application to increase student engagement in online learning. In Sottilare, R. A. and Schwarz, J., editors, Adaptive Instructional Systems. Design and Evaluation, pages 215–223, Cham. Springer International Publishing.
Mistrík, I., Grundy, J., Van Der Hoek, A., and Whitehead, J. (2010). Collaborative software engineering: Challenges and prospects, pages 389–403. Springer.
Mutter, A., Küchler, A.-M., Idrees, A., Kählke, F., Terhorst, Y., and Baumeister, H. (2023). Studicare procrastination - randomized controlled non-inferiority trial of a persuasive design-optimized internet- and mobile-based intervention with digital coach targeting procrastination in college students. BMC Psychology, 11.
Pereira, J. and Díaz, O. (2021). Struggling to keep tabs on capstone projects: A chatbot to tackle student procrastination. ACM Trans. Comput. Educ., 22(1).
Rogers, M., Yao, W., Luxton-Reilly, A., Leinonen, J., Lottridge, D., and Denny, P. (2021). Exploring personalization of gamification in an introductory programming course. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, SIGCSE ’21, page 1121–1127, New York, NY, USA. Association for Computing Machinery.
Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure. psychol bull 133: 65-94. Psychological bulletin, 133:65–94.
Publicado
02/06/2025
Como Citar
PEREIRA, Milena Batalha; CLASSE, Tadeu Moreira de; DIIR, Bruna.
Método 3C para Planejamento de Design Colaborativo de Ferramenta Gamificada de combate à Procrastinação. In: DESENHO DE PESQUISA - SIMPÓSIO BRASILEIRO DE SISTEMAS COLABORATIVOS (SBSC), 20. , 2025, Manaus/AM.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 18-23.
DOI: https://doi.org/10.5753/sbsc_estendido.2025.6549.
