Relato de experiência de customização e aplicação de um jogo educacional com foco na promoção do engajamento
Resumo
A aprendizagem baseada em jogos tem sido utilizada na Educação com o intuito de promover o engajamento e a motivação dos estudantes. Entretanto, o desenvolvimento desses jogos requer cuidados especiais para que possam promover experiências engajantes, inclusivas e efetivas de aprendizagem. Este artigo apresenta o relato de uma experiência de planejamento, customização e aplicação de um jogo educacional customizável em uma escola estadual brasileira, que teve como objetivo promover experiências de aprendizagem engajantes. O processo contribuiu para a validação de um conjunto de recomendações propostas para apoiar o desenvolvimento, a customização e a aplicação de jogos educacionais, com foco na promoção do engajamento.
Palavras-chave:
Jogos Educacionais, Engajamento, Customização
Referências
Beder, D. and Otsuka, J. (2019). A Platform for Customization and Publication of Open Educational Games. In Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019), Brasília. Brasil.
Boyle, E., Hainey, T., Connolly, T., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., and Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers and Education, 94:178–192.
Bueno, E. D., Beder, D. M., and Otsuka, J. L. (2023). Concepção de um conjunto de recomendações de desenvolvimento e aplicação para promover o engajamento em jogos digitais educacionais abertos. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 863–875. SBC.
Connolly, T., Boyle, E., Macarthur, E., Hainey, T., and Boyle, J. (2012). A systemic literature review of empirical evidence on computer games and serious games. Computers & Education, 59:661 – 686.
Dele-Ajayi, O., Strachan, R., Pickard, A., and Sanderson, J. (2019). Designing for all: Exploring gender diversity and engagement with digital educational games by young people. In Frontiers in Education Conference (FIE), Ohio. IEEE.
Eseryel, D., Law, V., Ifenthaler, D., Ge, X., and Miller, R. (2013). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology and Society, 17(1):42–53.
Fu, F.-L., Su, R.-C., and Yu, S.-C. (2009). Egameflow: A scale to measure learners' enjoyment of e-learning games. Computers & Education, 52(1):101–112.
Gee, J. P. (2009). Bons video games e boa aprendizagem. Perspectiva, 27(1):167–178.
Hayashi, E. C., Posada, J. E. G., Maike, V. R., and Baranauskas, M. C. C. (2016). Exploring new formats of the self-assessment manikin in the design with children. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems, pages 1–10.
Höyng, M. (2022). Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow. In Hawaii International Conference on System Sciences.
Kniestedt, I., Lefter, I., Lukosch, S., and Brazier, F. (2022). Re-framing engagement for applied games: A conceptual framework. Entertainment Computing, 41.
Miller, J., Narayan, U., Hantsbarger, M., Cooper, S., and El-Nasr, M. (2019). Expertise and engagement: Re-designing citizen science games with players' minds in mind. ACM International Conference Proceeding Series.
Nygren, E. L., Laine, T. H., and Sutinen, E. (2018). Dynamics between disturbances and motivations in educational mobile games. International Journal of Interactive Mobile Technologies, 12(3):120–141.
Ruipérez-Valiente, J. A., Gaydos, M., Rosenheck, L., Kim, Y. J., and Klopfer, E. (2020). Patterns of engagement in an educational massively multiplayer online game: A multidimensional view. IEEE Transactions on Learning Technologies, 13(4):648–661.
Shu-Hui, C., Wann-Yih, W., and Dennison, J. (2018). Validation of egameflow: A self-report scale for measuring user experience in video game play. Computers in Entertainment (CIE), 16(3):1–15.
Takatalo, J., Häkkinen, J., Kaistinen, J., and Nyman, G. (2011). User experience in digital games: Differences between laboratory and home. Simulation and Gaming, 42(5):656–673.
Westera, W. (2017). How people learn while playing serious games: A computational modelling approach. Journal of Computational Science, 18:32–45.
Boyle, E., Hainey, T., Connolly, T., Gray, G., Earp, J., Ott, M., Lim, T., Ninaus, M., Ribeiro, C., and Pereira, J. (2016). An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games. Computers and Education, 94:178–192.
Bueno, E. D., Beder, D. M., and Otsuka, J. L. (2023). Concepção de um conjunto de recomendações de desenvolvimento e aplicação para promover o engajamento em jogos digitais educacionais abertos. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 863–875. SBC.
Connolly, T., Boyle, E., Macarthur, E., Hainey, T., and Boyle, J. (2012). A systemic literature review of empirical evidence on computer games and serious games. Computers & Education, 59:661 – 686.
Dele-Ajayi, O., Strachan, R., Pickard, A., and Sanderson, J. (2019). Designing for all: Exploring gender diversity and engagement with digital educational games by young people. In Frontiers in Education Conference (FIE), Ohio. IEEE.
Eseryel, D., Law, V., Ifenthaler, D., Ge, X., and Miller, R. (2013). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology and Society, 17(1):42–53.
Fu, F.-L., Su, R.-C., and Yu, S.-C. (2009). Egameflow: A scale to measure learners' enjoyment of e-learning games. Computers & Education, 52(1):101–112.
Gee, J. P. (2009). Bons video games e boa aprendizagem. Perspectiva, 27(1):167–178.
Hayashi, E. C., Posada, J. E. G., Maike, V. R., and Baranauskas, M. C. C. (2016). Exploring new formats of the self-assessment manikin in the design with children. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems, pages 1–10.
Höyng, M. (2022). Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow. In Hawaii International Conference on System Sciences.
Kniestedt, I., Lefter, I., Lukosch, S., and Brazier, F. (2022). Re-framing engagement for applied games: A conceptual framework. Entertainment Computing, 41.
Miller, J., Narayan, U., Hantsbarger, M., Cooper, S., and El-Nasr, M. (2019). Expertise and engagement: Re-designing citizen science games with players' minds in mind. ACM International Conference Proceeding Series.
Nygren, E. L., Laine, T. H., and Sutinen, E. (2018). Dynamics between disturbances and motivations in educational mobile games. International Journal of Interactive Mobile Technologies, 12(3):120–141.
Ruipérez-Valiente, J. A., Gaydos, M., Rosenheck, L., Kim, Y. J., and Klopfer, E. (2020). Patterns of engagement in an educational massively multiplayer online game: A multidimensional view. IEEE Transactions on Learning Technologies, 13(4):648–661.
Shu-Hui, C., Wann-Yih, W., and Dennison, J. (2018). Validation of egameflow: A self-report scale for measuring user experience in video game play. Computers in Entertainment (CIE), 16(3):1–15.
Takatalo, J., Häkkinen, J., Kaistinen, J., and Nyman, G. (2011). User experience in digital games: Differences between laboratory and home. Simulation and Gaming, 42(5):656–673.
Westera, W. (2017). How people learn while playing serious games: A computational modelling approach. Journal of Computational Science, 18:32–45.
Publicado
05/10/2026
Como Citar
BUENO, Elyssa D. R.; BEDER, Delano M.; OTSUKA, Joice L.; ORESOTU, Rhana O. P..
Relato de experiência de customização e aplicação de um jogo educacional com foco na promoção do engajamento. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 32. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 260-271.
DOI: https://doi.org/10.5753/wie.2026.27814.
