Alinhando o design e a avaliação de gamificação: aplicando o Framework 5W2H como uma ferramenta diagnóstica
Resumo
A gamificação tem sido usada amplamente em contextos educacionais. Em casos em que as decisões de design não são documentadas, um diagnóstico da gamificação pode ser necessário para entender como os elementos de jogos formam os sistemas que engajam estudantes. Neste artigo, é relatada a experiência utilizando o 5W2H, um framework para design da gamificação centrado no usuário, como ferramenta de apoio ao diagnóstico da gamificação de uma disciplina introdutória de computação. Os resultados revelam os elementos de jogos utilizados e ajudam a entender esses elementos interagindo para produzir o engajamento, servindo como exemplo de diagnóstico de gamificação.Referências
Assunção, R., Pires, F., and Pessoa, M. (2021). Avaliação do league of class: uma plataforma de gamificação estrutural inspirada em league of legends. In Anais do Simpósio Brasileiro de Educação em Computação, pages 334–342, Porto Alegre, RS, Brasil. SBC.
Bell, T., Alexander, J., Freeman, I., and Grimley, M. (2009). Computer science unplugged: School students doing real computing without computers. The New Zealand Journal of Applied Computing and Information Technology, 13(1):20–29.
Bogost, I. (2015). Why gamification is bullshit. The gameful world: Approaches, issues, applications, 65:65–79.
Butler, C. (2014). A framework for evaluating the effectiveness of gamification techniques by personality type. In HCI in Business: First International Conference, HCIB 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014. Proceedings 1, pages 381–389. Springer.
Carvalho, C., Teran, L., Mota, M., and Pereira, R. (2022). A systematic mapping study on digital game adaptation dimensions. In Proceedings of the 21st Brazilian Symposium on Human Factors in Computing Systems, pages 1–14.
Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. Jossey-bass.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011a). From game design elements to gamefulness: Defining ”gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek ’11, pages 9–15, New York, NY, USA. Association for Computing Machinery.
Deterding, S., Khaled, R., Nacke, L. E., and Dixon, D. (2011b). Gamification: Toward a definition. In CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts, volume 12, pages 6–9. ACM Vancouver, BC, Canada.
Fedechen, E. A., Silva Junior, D., and Pereira, R. (2022). Gamification in open design: Supporting the choice of context-appropriate gamification elements. In XVIII Brazi lian Symposium on Information Systems, SBSI, New York, NY, USA. Association for Computing Machinery.
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1):59–109.
Gari, M. R. N., Walia, G. S., and Radermacher, A. D. (2018). Gamification in computer science education: A systematic literature review. In 2018 ASEE Annual Conference & Exposition.
Guebarra Conejo, G., Gasparini, I., and da Silva Hounsell, M. (2019). 5w2h+m: A broad gamification design process but focused on motivation. Revista Novas Tecnologias na Educação, 17(3):112–121.
Kim, T. W. and Werbach, K. (2016). More than just a game: ethical issues in gamification. Ethics and Information Technology, 18(2):157–173.
Klock, A. C. T., Gasparini, I., and Pimenta, M. S. (2016). 5w2h framework: A guide to design, develop and evaluate the user-centered gamification. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems, IHC ’16, New York, NY, USA. Association for Computing Machinery.
Klock, A. C. T., Gasparini, I., and Pimenta, M. S. (2019). User-centered gamification for e-learning systems: A quantitative and qualitative analysis of its application. Interacting with Computers, 31(5):425–445.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., and Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144:102495.
Lazzaro, N. (2009). Why we play: affect and the fun of games. Human-computer interaction: Designing for diverse users and domains, 155:679–700.
Mora, A., Riera, D., González, C., and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29:516–548.
Orji, R., Vassileva, J., and Mandryk, R. L. (2014). Modeling the efficacy of persuasive strategies for different gamer types in serious games for health. User Modeling and User-Adapted Interaction, 24:453–498.
Papert, S. (1999). Eight big ideas behind the constructionist learning lab. Constructive technology as the key to entering the community of learners, pages 4–5.
Pereira, R., Peres, L., and Silva, F. (2021a). Hello world: 17 habilidades para exercitar desde o início da graduação em computação. In Anais do Simpósio Brasileiro de Educação em Computação, pages 193–203, Porto Alegre, RS, Brasil. SBC.
Pereira, R., Reis, R., Oliveira, L., Derenievicz, G., Peres, L., and Silva, F. (2023). A liga do pensamento computacional: uma narrativa distópica para gamificar uma disciplina introdutória de computação. In Anais do III Simpósio Brasileiro de Educação em Computação, pages 205–215, Porto Alegre, RS, Brasil. SBC.
Pereira, R., Rodrigues, K. R., and Silveira, M. S. (2021b). Gamifichi: thematized badges for hci courses. In Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems, pages 1–10.
Reis, R. C. D., Pereira, R., Silva, F., and Peres, L. M. (2023). Hello world: abordando questões sobre o gênero feminino em uma disciplina de introdução à computação. In Anais do XII Congresso Brasileiro de Informática na Educação, Porto Alegre, RS, Brasil. SBC to be published.
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth international conference on technological ecosystems for enhancing multiculturality, pages 699–706.
Toda, A. M., Valle, P. H., and Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions: First International Workshop on Social, Semantic, Adaptive and Gamification Techniques and Technologies for Distance Learning, HEFA 2017, Maceió, Brazil, March 20–24, 2017, Revised Selected Papers 1, pages 143–156. Springer.
Werbach, K., Hunter, D., and Dixon, W. (2012). For the win: How game thinking can revolutionize your business, volume 1. Wharton digital press Philadelphia.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Bell, T., Alexander, J., Freeman, I., and Grimley, M. (2009). Computer science unplugged: School students doing real computing without computers. The New Zealand Journal of Applied Computing and Information Technology, 13(1):20–29.
Bogost, I. (2015). Why gamification is bullshit. The gameful world: Approaches, issues, applications, 65:65–79.
Butler, C. (2014). A framework for evaluating the effectiveness of gamification techniques by personality type. In HCI in Business: First International Conference, HCIB 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014. Proceedings 1, pages 381–389. Springer.
Carvalho, C., Teran, L., Mota, M., and Pereira, R. (2022). A systematic mapping study on digital game adaptation dimensions. In Proceedings of the 21st Brazilian Symposium on Human Factors in Computing Systems, pages 1–14.
Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. Jossey-bass.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011a). From game design elements to gamefulness: Defining ”gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek ’11, pages 9–15, New York, NY, USA. Association for Computing Machinery.
Deterding, S., Khaled, R., Nacke, L. E., and Dixon, D. (2011b). Gamification: Toward a definition. In CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts, volume 12, pages 6–9. ACM Vancouver, BC, Canada.
Fedechen, E. A., Silva Junior, D., and Pereira, R. (2022). Gamification in open design: Supporting the choice of context-appropriate gamification elements. In XVIII Brazi lian Symposium on Information Systems, SBSI, New York, NY, USA. Association for Computing Machinery.
Fredricks, J. A., Blumenfeld, P. C., and Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1):59–109.
Gari, M. R. N., Walia, G. S., and Radermacher, A. D. (2018). Gamification in computer science education: A systematic literature review. In 2018 ASEE Annual Conference & Exposition.
Guebarra Conejo, G., Gasparini, I., and da Silva Hounsell, M. (2019). 5w2h+m: A broad gamification design process but focused on motivation. Revista Novas Tecnologias na Educação, 17(3):112–121.
Kim, T. W. and Werbach, K. (2016). More than just a game: ethical issues in gamification. Ethics and Information Technology, 18(2):157–173.
Klock, A. C. T., Gasparini, I., and Pimenta, M. S. (2016). 5w2h framework: A guide to design, develop and evaluate the user-centered gamification. In Proceedings of the 15th Brazilian Symposium on Human Factors in Computing Systems, IHC ’16, New York, NY, USA. Association for Computing Machinery.
Klock, A. C. T., Gasparini, I., and Pimenta, M. S. (2019). User-centered gamification for e-learning systems: A quantitative and qualitative analysis of its application. Interacting with Computers, 31(5):425–445.
Klock, A. C. T., Gasparini, I., Pimenta, M. S., and Hamari, J. (2020). Tailored gamification: A review of literature. International Journal of Human-Computer Studies, 144:102495.
Lazzaro, N. (2009). Why we play: affect and the fun of games. Human-computer interaction: Designing for diverse users and domains, 155:679–700.
Mora, A., Riera, D., González, C., and Arnedo-Moreno, J. (2017). Gamification: a systematic review of design frameworks. Journal of Computing in Higher Education, 29:516–548.
Orji, R., Vassileva, J., and Mandryk, R. L. (2014). Modeling the efficacy of persuasive strategies for different gamer types in serious games for health. User Modeling and User-Adapted Interaction, 24:453–498.
Papert, S. (1999). Eight big ideas behind the constructionist learning lab. Constructive technology as the key to entering the community of learners, pages 4–5.
Pereira, R., Peres, L., and Silva, F. (2021a). Hello world: 17 habilidades para exercitar desde o início da graduação em computação. In Anais do Simpósio Brasileiro de Educação em Computação, pages 193–203, Porto Alegre, RS, Brasil. SBC.
Pereira, R., Reis, R., Oliveira, L., Derenievicz, G., Peres, L., and Silva, F. (2023). A liga do pensamento computacional: uma narrativa distópica para gamificar uma disciplina introdutória de computação. In Anais do III Simpósio Brasileiro de Educação em Computação, pages 205–215, Porto Alegre, RS, Brasil. SBC.
Pereira, R., Rodrigues, K. R., and Silveira, M. S. (2021b). Gamifichi: thematized badges for hci courses. In Proceedings of the XX Brazilian Symposium on Human Factors in Computing Systems, pages 1–10.
Reis, R. C. D., Pereira, R., Silva, F., and Peres, L. M. (2023). Hello world: abordando questões sobre o gênero feminino em uma disciplina de introdução à computação. In Anais do XII Congresso Brasileiro de Informática na Educação, Porto Alegre, RS, Brasil. SBC to be published.
Rodrigues, L., Toda, A. M., Palomino, P. T., Oliveira, W., and Isotani, S. (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth international conference on technological ecosystems for enhancing multiculturality, pages 699–706.
Toda, A. M., Valle, P. H., and Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions: First International Workshop on Social, Semantic, Adaptive and Gamification Techniques and Technologies for Distance Learning, HEFA 2017, Maceió, Brazil, March 20–24, 2017, Revised Selected Papers 1, pages 143–156. Springer.
Werbach, K., Hunter, D., and Dixon, W. (2012). For the win: How game thinking can revolutionize your business, volume 1. Wharton digital press Philadelphia.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Publicado
18/10/2023
Como Citar
SATO, Gustavo Yuji; PEREIRA, Roberto; GASPARINI, Isabela; REIS, Rachel C. D..
Alinhando o design e a avaliação de gamificação: aplicando o Framework 5W2H como uma ferramenta diagnóstica. In: WORKSHOP SOBRE INTERAÇÃO E PESQUISA DE USUÁRIOS NO DESENVOLVIMENTO DE JOGOS (WIPLAY), 2. , 2023, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 54-66.
DOI: https://doi.org/10.5753/wiplay.2023.236297.
