Navegando por Assunto "Game design"

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Acesso aberto (Open Access)
Heróis da luz: desenvolvimento de um jogo sério para auxiliar o ensino de suporte básico de vida
(Universidade Federal do Pará, 2023-06-07) MENDES, Ingrid Nery; SANTOS, Viviane Almeida dos; http://lattes.cnpq.br/1489376127395764; TEIXEIRA, Otávio Noura; http://lattes.cnpq.br/5784356232477760
Games not only provide entertainment and fun but can also play a significant role in assimilating and reinforcing specific knowledge. This leads us to the category of serious games, which are designed to aid in the consolidation of content relevant to society. Basic Life Support is a protocol aimed at reversing Cardiopulmonary Arrest, acquired through specialized training. However, without regular proper practice, this knowledge can fade. Faced with this issue, the current software prototype uses game mechanics to propose a potential solution to this gap in human memory: the lack of consistent practice. Through a systematic mapping, the existence of a lacking market (and a scientific subfield) that demands more accessible solutions was identified, targeting Nursing students, first responders, and other healthcare professionals, all seeking to maintain this knowledge. This is especially crucial in places like the Brazilian territory and developing countries, where access to advanced and costly technologies is limited. The prototype was developed following the guidelines established by the Health Games research group at the Oswaldo Cruz Foundation. Thus, a game design document was elaborated, containing flowcharts, diagrams, and other elements that allowed the realization of this project, resulting in the creation of a digital serious game. The chosen game engine was Ren’Py, due to its emphasis on narratives, use of the Python programming language, and its open-source nature with a low implementation cost. Ultimately, this work served as an idea laboratory, enabling various experiences. This included the publication of three scientific papers and interaction with research groups from different regions of Brazil. It also resulted in new interpersonal, professional, and aca demic connections, providing learning across various dimensions of human understanding, especially on a personal and evolutionary level.
Acesso aberto (Open Access)
Sentido do Ser: jogo das competências socioemocionais para universitários
(Universidade Federal do Pará, 2022-04-29) SOUZA, Ana Carolina Aleixo de; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
In a life rationalizing-driven society, which values the severability between rational processes and social phenomena, different imbalances arise, including the emotional and relational ones. Nonetheless, psychological illness, especially anxiety and depression disorders, associated with the covid-19 pandemic, are increasing. Young university students have to deal with both the pandemic scenario and the normal challenges of the academic context. Accordingly, a movement arises, at different levels of education, with the proposal to perceive, respect and encourage human integrality, based on biopsychosocial-emotional aspects. The focus question that guided this work arose from the concern that this movement causes: “How to favor for university students, in a playful way, the contact, thinking and discussion about socio-emotional skills that can contribute to their ability to deal with common challenges in academic life?” Therefore, the goal of this work is to develop a board game that allows the contact, thinking and discussion about socio-emotional skills that can contribute to the ability of university students to deal with common challenges in academic life. To achieve this goal, we carried out a research to support the understanding of socio-emotional skills, their relationship with academic performance, and game design. We investigated products and initiatives that inspired the development of the game elements. In the product elaboration phase, we structured the mechanics, dynamics and aesthetics of the game based on the Mechanics, Dynamics and Aesthetics (MDA) framework. During this process, we entitled the game as “Sense of Being: socio-emotional skills game for university students”. Sequentially, the prototype of the game was submitted to the first step of testing, carried out with seven undergraduate students from a private higher education institution in the city of Belém, Brazil. Subsequently, a panel of specialists formed by three Psychology professionals, working as undergraduate professors at public higher education institution, analyzed the content of the cards that make up the game. Then, four Psychology professionals, working in the specialized student support service of a private higher education institution in the city of Belém, Brazil, analyzed a set of cards of the game and the other elements that compose it. In each step, we collected the given feedbacks, which oriented the adjustments to the game elements. As a final step, the files containing the final version of the components were presented and made available in a way that allows easy access to the contents. The impressions highlighted by students and specialists who contributed to the research indicate that the product arouses interest and it’s innovative, especially for dealing with socio-emotional skills in a playful way and also for presenting characteristics of germinability.
Acesso aberto (Open Access)
Tell me a story!: jogo de cartas digitais para o desenvolvimento da comunicação oral em língua inglesa no ensino superior
(Universidade Federal do Pará, 2022-05-26) CRUZ, Ana Paula Viana Dias; ARAÚJO, Marcus de Souza; http://lattes.cnpq.br/1803218796986644; https://orcid.org/0000-0001-5403-0879
This thesis aims to develop the game Tell me a story! as the Professional Master's project in Teaching in Creativity and Innovation in Higher Education Methodologies Graduate Program at Federal University of Pará (UFPA). This digital game is a resource that aims to foster oral communication of either English students from English Language and Literature Courses or other educational contexts, such as basic education. The research has its methodological foundation in Design Thinking approach (CAVALCANTI; FILATRO, 2016) and Game Design approach (ROLLING; ADAMS, 2003; MITGUTSCH; ALVARADO, 2012; SCHELL, 2015) and it presents a qualitative, exploratory and descriptive approach. It was carried out in the Língua Inglesa II course, in the English Language and Literature Course at Federal University of Pará, Belém campus, during remote teaching format. The research participants were 20 (twenty) students, of which only 3 (three) of them completed all the stages of the game development. The educational product (game) was validated by a Panel of Experts, which was composed of two invited experts on instructional material development for virtual learning environments and on English Language Learning and Teaching. Each of them has experience in one of the fields applied in this study as the validation criteria. From the testing and validation stages, Tell me a story! showed to decrease language communication tension due to its playful features; it fostered vocabulary related to everyday life, thus encouraging students to communicate orally about familiar subjects; it promoted the interaction between students of different language skills; and it allowed students to be protagonists, autonomous and decision-makers about their own strategies in the game and in their oral narrative building. Thus, this master’s thesis and the educational game developed from it contribute to pre-service and in-service English teachers and teachers from other educational contexts, who aim to design and apply digital games in their classroom through Design thinking e Game design due to foster oral communication in the target language. In this sense, the potential to create educational and pedagogical alternatives belongs to all educators.