Evolução de um Modelo de Avaliação de Jogos para o Ensino de Computação
Resumo
Jogos educacionais são considerados uma estratégia instrucional eficiente para o ensino de computação. No entanto, é essencial sistematicamente avaliar esses jogos a fim de obter evidências de sua qualidade. Um modelo de avaliação de jogos educacionais que têm se destacado é o MEEGA (Model for the Evaluation of Educational GAmes). No entanto, analisando a versão inicial identificou-se limitações em sua validade e confiabilidade. Assim, o objetivo deste trabalho é apresentar uma evolução do modelo, MEEGA+. O modelo MEEGA+ é sistematicamente desenvolvido decompondo o objetivo da avaliação em medidas e definindo instrumentos de medição para avaliar a qualidade de jogos em termos de experiência do jogador e percepção da aprendizagem do ponto de vista do aluno e instrutor. O modelo auxilia criadores de jogos, instrutores e/ou pesquisadores a avaliar jogos educacionais e, assim, contribuir para sua melhoria e adoção na prática.
Referências
ACM/IEEE-CS. (2013). Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science. Disponível em: [link] Acesso: 17 outubro 2016.
Anderson, L. W., Krathwohl, D. R., e Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman.
Basili, V. R., Caldiera, G., e Rombach, H. D. (1994). Goal, Question Metric Paradigm. In J. J.
Marciniak, Encyclopedia of Software Engineering. New York, USA.
Battistella, P. e Wangenheim, C. G. (2016). Games for Teaching Computing in Higher Education – A Systematic Review. In IEEE Technology and Engineering Education Journal, 9(1), 8-30.
Brooke, J. (1996). SUS-A quick and dirty usability scale. In Usability evaluation in industry, 189(194), 4-7.
Calderón A. e Ruiz M. (2015). A systematic literature review on serious games evaluation: An application to software project management. In Computers & Education, 87, 396-422.
Caulfield, C., Xia, J., Veal, D., e Maj, S. P. (2011). A systematic survey of games used for software engineering education. In Modern Applied Science, 5(6), 28-43.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, p. 319-340.
Dempsey, J., Rasmussen, K., e Lucassen, B. (1996). The instructional gaming literature: Implications and 99 sources. Technical Report 96-1. College of Education, University of South Alabama, USA.
DeVellis, R. F. (2016). Scale development: theory and applications. 4. ed. SAGE Publications.
Fu, F., Su, R., e Yu, S. (2009). EGameFlow: A scale to measure learners' enjoyment of elearning games. In Computers & Education, 52(1), 101-112.
Gámez, E. H. (2009). On the Core Elements of the Experience of Playing Video Games (Dissertation). UCL Interaction Centre, Department of Computer Science, London, UK.
Gresse von Wangenheim, C. e Shull, F. (2009). To Game or Not to Game? In IEEE Software, 26(2), 92-94.
Gresse von Wangenheim, C., Savi, R., e Borgatto, A. F. (2013). SCRUMIA - An educational game for teaching SCRUM in computing courses. In Journal of Systems and Software, 86(10), 2675-2687.
Instituto Brasileiro de Geografia e Estatística (IBGE). (2012). Censo Demográfico 2010: Características gerais da população, religião e pessoas com deficiência.
Keller, J. M. (1987). Development and Use of the ARCS Model of motivational Design. In Journal of Instructional Development, 10(3), 2-10.
Kirkpatrick, D. L. e Kirkpatrick, J. D. (2006). Evaluating training programs: the four levels, 3. ed. Berrett-Koehler Publishers, USA.
Kitchenham, B. (2010). Systematic literature reviews in software engineering – A tertiary study. Information and Software Technology, v. 52, n. 1, p. 792-805.
Krathwohl, D. R.; Bloom, B. S.; e Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. Nova York, EUA, 1973.
O’Brien, H. L. e Toms, E. G. (2010). The Development and Evaluation of a Survey to Measure User Engagement. In Journal of the American Society for Information Science and Technology, 61(1), 50–69.
Petri, G. e Gresse von Wangenheim, C. (2016). How to Evaluate Educational Games: a Systematic Literature Review. In Journal of Universal Computer Science, 22(7), 992-1021.
Petri, G. e Gresse von Wangenheim, C. (2017). How games for computing education are evaluated: a systematic literature review. In Computers & Education, 107, 68-90.
Petri, G.; Gresse von Wangenheim, C., e Borgatto, A. F. (2016). MEEGA+: An Evolution of a Model of Educational Games. Relatório Técnico INCoD/GQS.03.2016.E. INCoD/INE/UFSC, Florianópolis, Brazil.
Petri, G.; Gresse von Wangenheim, C., e Borgatto, A. F. (2017). A large-scale evaluation of a model for the evaluation of games for teaching software engineering. Proc. of the 39th Int. Conf. on Software Engineering. Buenos Aires, Argentina.
Poels, K., Kort, Y. D., e Ijsselsteijn, W. (2007). It is always a lot of fun!: exploring dimensions of digital game experience using focus group methodology. Proc. of Conf. on Future Play, Toronto, Canada.
Savi, R., Gresse von Wangenheim, C., e Borgatto, A. F. (2011). A Model for the Evaluation of Educational Games for Teaching Software Engineering. Proc. of the 25th Simpósio Brasileiro de Engenharia de Software, São Paulo, Brazil.
Sindre, G. e Moody, D. (2003). Evaluating the Effectiveness of Learning Interventions: an Information Systems Case Study. Proc. of the 11th European Conf. on Information Systems, Naples, Italy.
Souza, M. e França, C. (2016). O que Explica o Sucesso de Jogos no Ensino de Engenharia de Software? Uma Teoria de Motivação. 24º Workshop sobre Educação em Computação, 2255-2264. Porto Alegre/RS, Brasil.
Sweetser, P. e Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. In Computers in Entertainment, 3(3), 1-24.
Takatalo, J., Häkkinen, J., Kaistinen, J., e Nyman, G. (2010). Presence, Involvement, and Flow in Digital Games. In: Bernhaupt, R. (Ed.). Evaluating User Experience in Games: Concepts and Methods, Springer.
Tullis, T. e Albert, W. (2008). Measuring the User Experience: Collecting, Analyzing, and Presenting Usability Metrics. Morgan Kaufmann.
Wiebe, E. N., Lamb, A., Hardy, M., e Sharek, D. (2014). Measuring engagement in video gamebased environments: Investigation of the User Engagement Scale. In Computers in Human Behavior, 32, 123–132.
Yin, R.K. (2009). Case study research: design and methods, 4th ed. Sage Publications, USA.
Anderson, L. W., Krathwohl, D. R., e Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman.
Basili, V. R., Caldiera, G., e Rombach, H. D. (1994). Goal, Question Metric Paradigm. In J. J.
Marciniak, Encyclopedia of Software Engineering. New York, USA.
Battistella, P. e Wangenheim, C. G. (2016). Games for Teaching Computing in Higher Education – A Systematic Review. In IEEE Technology and Engineering Education Journal, 9(1), 8-30.
Brooke, J. (1996). SUS-A quick and dirty usability scale. In Usability evaluation in industry, 189(194), 4-7.
Calderón A. e Ruiz M. (2015). A systematic literature review on serious games evaluation: An application to software project management. In Computers & Education, 87, 396-422.
Caulfield, C., Xia, J., Veal, D., e Maj, S. P. (2011). A systematic survey of games used for software engineering education. In Modern Applied Science, 5(6), 28-43.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, p. 319-340.
Dempsey, J., Rasmussen, K., e Lucassen, B. (1996). The instructional gaming literature: Implications and 99 sources. Technical Report 96-1. College of Education, University of South Alabama, USA.
DeVellis, R. F. (2016). Scale development: theory and applications. 4. ed. SAGE Publications.
Fu, F., Su, R., e Yu, S. (2009). EGameFlow: A scale to measure learners' enjoyment of elearning games. In Computers & Education, 52(1), 101-112.
Gámez, E. H. (2009). On the Core Elements of the Experience of Playing Video Games (Dissertation). UCL Interaction Centre, Department of Computer Science, London, UK.
Gresse von Wangenheim, C. e Shull, F. (2009). To Game or Not to Game? In IEEE Software, 26(2), 92-94.
Gresse von Wangenheim, C., Savi, R., e Borgatto, A. F. (2013). SCRUMIA - An educational game for teaching SCRUM in computing courses. In Journal of Systems and Software, 86(10), 2675-2687.
Instituto Brasileiro de Geografia e Estatística (IBGE). (2012). Censo Demográfico 2010: Características gerais da população, religião e pessoas com deficiência.
Keller, J. M. (1987). Development and Use of the ARCS Model of motivational Design. In Journal of Instructional Development, 10(3), 2-10.
Kirkpatrick, D. L. e Kirkpatrick, J. D. (2006). Evaluating training programs: the four levels, 3. ed. Berrett-Koehler Publishers, USA.
Kitchenham, B. (2010). Systematic literature reviews in software engineering – A tertiary study. Information and Software Technology, v. 52, n. 1, p. 792-805.
Krathwohl, D. R.; Bloom, B. S.; e Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. Nova York, EUA, 1973.
O’Brien, H. L. e Toms, E. G. (2010). The Development and Evaluation of a Survey to Measure User Engagement. In Journal of the American Society for Information Science and Technology, 61(1), 50–69.
Petri, G. e Gresse von Wangenheim, C. (2016). How to Evaluate Educational Games: a Systematic Literature Review. In Journal of Universal Computer Science, 22(7), 992-1021.
Petri, G. e Gresse von Wangenheim, C. (2017). How games for computing education are evaluated: a systematic literature review. In Computers & Education, 107, 68-90.
Petri, G.; Gresse von Wangenheim, C., e Borgatto, A. F. (2016). MEEGA+: An Evolution of a Model of Educational Games. Relatório Técnico INCoD/GQS.03.2016.E. INCoD/INE/UFSC, Florianópolis, Brazil.
Petri, G.; Gresse von Wangenheim, C., e Borgatto, A. F. (2017). A large-scale evaluation of a model for the evaluation of games for teaching software engineering. Proc. of the 39th Int. Conf. on Software Engineering. Buenos Aires, Argentina.
Poels, K., Kort, Y. D., e Ijsselsteijn, W. (2007). It is always a lot of fun!: exploring dimensions of digital game experience using focus group methodology. Proc. of Conf. on Future Play, Toronto, Canada.
Savi, R., Gresse von Wangenheim, C., e Borgatto, A. F. (2011). A Model for the Evaluation of Educational Games for Teaching Software Engineering. Proc. of the 25th Simpósio Brasileiro de Engenharia de Software, São Paulo, Brazil.
Sindre, G. e Moody, D. (2003). Evaluating the Effectiveness of Learning Interventions: an Information Systems Case Study. Proc. of the 11th European Conf. on Information Systems, Naples, Italy.
Souza, M. e França, C. (2016). O que Explica o Sucesso de Jogos no Ensino de Engenharia de Software? Uma Teoria de Motivação. 24º Workshop sobre Educação em Computação, 2255-2264. Porto Alegre/RS, Brasil.
Sweetser, P. e Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. In Computers in Entertainment, 3(3), 1-24.
Takatalo, J., Häkkinen, J., Kaistinen, J., e Nyman, G. (2010). Presence, Involvement, and Flow in Digital Games. In: Bernhaupt, R. (Ed.). Evaluating User Experience in Games: Concepts and Methods, Springer.
Tullis, T. e Albert, W. (2008). Measuring the User Experience: Collecting, Analyzing, and Presenting Usability Metrics. Morgan Kaufmann.
Wiebe, E. N., Lamb, A., Hardy, M., e Sharek, D. (2014). Measuring engagement in video gamebased environments: Investigation of the User Engagement Scale. In Computers in Human Behavior, 32, 123–132.
Yin, R.K. (2009). Case study research: design and methods, 4th ed. Sage Publications, USA.
Publicado
02/07/2017
Como Citar
PETRI, Giani; VON WANGENHEIM, Christiane Gresse; BORGATTO, Adriano Ferreti.
Evolução de um Modelo de Avaliação de Jogos para o Ensino de Computação. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 25. , 2017, São Paulo.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 2327-2336.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2017.3549.
