Objective: To validate the educational board game “Drugs: playing fair” for visually impaired people in Brazil and Portugal. Methods: Study of apparent validation carried out in two associations for visually impaired people in Forta- leza, Brazil, and in Porto, Portugal. Thirty-six visually impaired people, 18 from each country, participated in the study. An evaluation tool with 23 items on specifications, content and motivation of the game was applied. Results: The scores awarded in both countries were excellent, with means varying in Brazil from 9.0 to 9.6 and in Portugal, from 8.4 to 9.2. As for the categories and subca- tegories, the best means in Brazil were: content (9.5); theoretical and methodo- logical consistency (9.6) and concepts/information (9.5). In Portugal, the best means were concepts/information (9.2) and curiosity (9.2). Only two items showed a significant difference: “it allows interaction” ( p = 0.024) and “com- patible degree of difficulty” ( p = 0.012). Conclusion: The educationalgame on drugs was validated in Brazil and Portugal.
What is Geometry is a mobile educationalgame previously developed by Wa- tizeet with the goal of teaching children about geometric shapes. In the game you are given a question or statement and your objective is to find the geometric shape that applies to the situation. For example, if the game asks you to find a shape with four sides of equal lengths, you should answer by detecting a square. The detection is made via the phone’s camera, pointing at objects in the real world with the corresponding shape. The game was created using Android Studio and the augmented reality technology was based on the OpenCV library and de- veloped by Ferreira (2014) in his dissertation. Figures 2.1, 2.2 and 2.3 below show the question, detection and victory screens of the game, respectively. (“What is Geometry”, 2018)
Climate change education is fundamental in the present society, which is characterized as complex and full of uncertainties. The use of games can help in this task. The prototype of an educationalgame called “Apicum Game”, which addresses climate change and its effects on marine and coastal ecosystems, was assessed in the present study. Thirty-three students in the sixth grade of a private school played the game and answered questionnaires before and after it. The students who participated in the research generally play video games for fun. Also, they have already heard about climate change, mainly in television and school. It was possible to notice that the majority of students understood the concept of coastal ecosystems, which was addressed in the game. In addition, the game contributed to broadening the conceptual profile of students in relation to the complex concept of climate change. Finally, the game contributed to an increase in the number of actions cited by the students to mitigate climate change. The auto- assessment of the students indicated they learned from the game and that the educational content and challenges presented along the story were appreciated by them. Most of the students would play again or indicate the game to a friend. However, the graphics and some bugs must be improved/fixed so as to make the game more enjoyable.
The evaluation of the content of the game was carried out by the calculation of the CVI addressing three dimensions: objectives of the game, that pronounce the purposes that are desired to reach through the use of the educationalgame; the game content, referring to the adequacy of the game to the deprecated theme and relevance of the prototype, which evaluates the degree of significance of the items presented in the game. The value of the general CVI and of each item of said dimensions are presented in Table 1, along with the binomial test and the Cronbach’s Alpha coefficient.
O jogo Zelda é do tipo RPG criado pelo mesmo criador de outros jogos de sucesso, como Mario e Donkey Kong, Shigeru Miyamoto. O game se passa no reino de Hyrule, no qual o jovem guerreiro Link tem a missão de salvar seu povo, a Princesa Zelda e proteger a Triforce, símbolo deixado por deusas capaz de trazer ao mundo uma era de harmonia e prosperidade. Porém caso o Triforce caísse em mãos erradas, como no caso do vilão Ganon, tal infortúnio poderia ser capaz de destruir o mundo.
Abstract—Given the global spread of mobile platforms like iOS and Android, it is relevant to consider the potential of these devices to teach and learn. Our exploratory research was designed to evaluate the possibility of using common eBook formats to create gamebooks (gamified books) that are effective in teaching and learning. After analyzing the features available in many free or open tools, we decided to use iBooks Author to build a model of a dynamic book that may function as an educationalgame for "Environmental Studies", aimed at children in the 4th grade, mostly 9 to 10- year olds enrolled in Portuguese schools. This paper pre- sents the design and features of this interactive book titled "Adventures in the Guadiana River", developed using the Apple iBook format, and especially set for the iPad retina. Because this is a proprietary format, we also built a proto- type following the EPUB3 standard and developed new ways to interact with content within this universal format. Preliminary tests with our prototypes revealed very good usability and a promising pedagogical potential for the proposed models.
Objective: To adapt a pre-existing educationalgame, making it specific to the teaching of blood pressure auscultatory measurement, and to apply this game in a pilot study. Method: The original game cards were altered by the authors and submitted to content validation by six experts in the field. After redesigns, the game was applied to 30 subjects, who answered a questionnaire (pre-test and post-test) on auscultatory measurement. Data were analyzed descriptively and by the paired Student’s t-test and paired Wilcoxon test. Results: Throughout the content validation process, 17 of the 28 original cards were modified. Of these 17 cards, 13 obtained 80% agreement, and the rest were modified according to the judges’ suggestions. The obtained grades significantly increased between pre- and the post-test. Conclusion: It was concluded that the reformulated game presented satisfactory evidence of content validity. Its use as a teaching-learning method was effective for this sample.
The main audience of this project are teenagers, particularly young between the ages of 14 and 17. Considering this audience, the top games on platforms like PlayStore, Stream and Twitch were analyzed, as well as the paper Os jogos mais jogados pelos alunos do Ensino Básico ao Ensino Superior (Students from Basic to Higher Education Most Played Games, in the English language) , to understand the gaming habits of the audience age group. Based on the results presented by the paper referred, it is possible to conclude that over 80% of surveyed secondary school students (ages 14 to 17 years old) would like to use games in school activities. It is also possible to analyze values from a survey about the preferred type of games for teaching subjects content. It was concluded that the favored three types of game that youngsters in this age group would most like to see in an educationalgame would be Strategy, Action and Adventure.
Playing games is something that has been with humans since the dawn of civilization. Recent research has been demonstrating that game play contributes to faster reactions as well as to increasing the brain activity, allowing people to live longer and delaying dementia. The use of games for learning in higher education aims to make complex theoretical knowledge more accessible, providing the means for students to repeat and simulate situations that may lead to a more in-depth learning. Based on the possibility of fantasy, chal- lenge and curiosity that characterizes games, the online game In- ternal Force Master (IFM) is an educationalgame software specif- ically designed and developed for the study of Civil Engineering [Ebner and Holzinger 2007]. It was developed in Macromedia Flash and made available to master level students. The authors concluded that the learning result of the playing group is at least equivalent to the group who learned using the traditional method. Moreover, they also state that gambling can be a new, modern and also useful learning method.
180 The main audience of the game is teenagers, particularly young between the ages of 14 and 17. Considering this audience, the top games on platforms like Play- Store, Steam and Twitch were analyzed, as well as the paper that analyzed the most played games by students (Carvalho et al., 2014), to understand the gaming habits of the audience age group. Based on the results presented in the paper, it is possible to conclude that over 80% of surveyed secondary school students (ages 14 to 17 years old) would like to use games in school activities. It is also possible to analyze values from a survey about the preferred type of games for teaching subjects content. It was concluded that the favored three types of game that youngsters in this age group would most like to see in an educationalgame would be Strategy, Action and Adventure.
■ ABSTRACT: As consequence of Communication and Information Digital Technologies advancements, and in order to complement teaching, interactive digital tools (including digital pedagogic games) have been highly present in Brazilian schools. Thus, nowadays in classrooms printed and digital didactic materials (henceforth DDMs) compete. DDMs, as well as printed materials, need to undergo rigorous evaluation. Therefore, this work proposes, based on Bakhtin / Volochínov (2009); Geraldi (2011); Halliday et al. (1974) and Koch (2002), how to evaluate the quality of digital pedagogical games for mother tongue teaching. Regarding the main purpose of the research, it is proposed an evaluation of didactic, pedagogical and ergonomic quality of digital pedagogical games available online, taking into account the Evaluation Protocol of Pedagogic Software developed to carry out the research. In this descriptive research a digital pedagogical game intended to teaching Portuguese language is evaluated. The analysis revealed that, although it was a high-quality digital educationalgame, the object presented inadequacies in didactic, pedagogic, as well as ergonomic aspects.
Even though educational research is defined by Bill Radford as an activity carried out by the researchers located either in universities, research institutes or the research branches of large state education bureaucracies Lingard & Gale, , and as structures, processes, products and persons that are part of the systematic development of knowledge of education Broekkamp & Van Hout-Wolters, 2007, 205), there are controversies concerning the understanding and aims of educational research. Some researchers point out that educational research emphasizes developing educational practices while some authors believe that educational research frames development of educational policies (Bassey, 1999; Lingard & Gale, 2010). More specifically, it is believed that educational research focuses on providing pedagogical practice and enhances school improvement (Hemsley-Brown & Sharp, 2003; Clark, 2005; Nisbet, 2005). Therefore, the understanding of educational research requires us to put the stress on education and for education (Biesta, 2007). Disagreements about the aims of educational research by the researchers come forward as well. Some authors assert that the main goal of research conducted in the field of education is to elaborate teaching practices by improving educational processes and outcomes (Elliot, 1991; Zeichner, 1995) while others state that these research focus on producing theoretical knowledge (Kemmis & McTaggart, 1992). On the one hand, some researchers also support both of the goals of educational research; improvement in educational practices and production of knowledge (Mortimore, 2000; Bauer & Fisher, 2007).
Video games are a comprehensive, interactive media. Online games foster communica- tion and extend the range of communication types considerably. We examine prevailing types of communication in video games using the browser-based advergame Fliplife. This game pro- vides all a clear, delimited structure, an unpretentious user interface and the characteristics of a multiplayer online game. Thus Fliplife is an excellent frame to demonstrate the wide range of communication initiated in a video game. Among contained types of communication are verbal and non-verbal communications using graphics and actions/non-actions. Found communica- tion typically serves controlling and coordination of the game play, however private discussions and social banter exist also besides demonstration of player status and community identifica- tion. In our work we draw on the basic definition of communication as conveying information from a sender to a recipient. We categorize the found types of communication according to an abstract model of communication derived from common definitions. The compiled enumeration of communication elements and possible manifestations represents a draft of categorization for communication in video games in general. Although it still needs extended validation, this enumeration demonstrates that video games provide frameworks which host and initiate a wide variety of communication. As a significant difference compared to other media, video games and their notion of interactivity allow players to communicate through action and to change roles of sender and receiver.
Um dos objetivos desta pesquisa é investigar a opinião dos estudantes sobre a utilização do vídeo game com sensor de movimento, nas aulas de Educação Física. No final da roda de conversa a pesquisadora fez a seguinte pergunta, “O vídeo game contribuiu para essa aula de Educação Física de ontem? ” e obteve as seguintes opiniões: (Estudant e 9) “Sim, porque além de aprender a gente se diverte jogando os esportes”; (Estudante 10) “Nos exercitamos sem sair do canto. Porque que para as aulas de Educação Física não precisaria de um canto muito grande, ficamos bem confortáveis”; (Estudante 4) “A aula foi bem mais atrativa porque nós adolescente gostamos de vídeo game e de tecnologia”; (Estudante 5)” Também não tem perigo da gente se machucar, como na vida real na quadra”; (Estudante 11) “Não cansamos tanto, acho que na quadra deve cansar mais, também acho que porque o tempo foi curto”.
In the Department of Physical Education and Sport Science (DPESS), University of Thessaly, T ikala, G ee e, Information Technology is a o pulso ou se taught to all u de g aduate students. Its basic theoretical components consist of: computer typology, basic computer functions, hardware and software types, computer networks, and the Internet. The instructor of the course is one of the authors (M.P.). According to her previous experiences of teaching computer science concepts in lecture format, students soon get bored and look forward to actually using computers and the Internet. In order to make students acquire lasting learning outcomes and become motivated with this course, it was decided to introduce into it digital multimedia environments designed according to basic principles of the constructivist learning theory, such as a game embedding the theoretical component of the course. Such a game could be used as learning and motivation tool, thus making use of the potential of Digital Game-Based Learning (DGBL) in the classroom. Previous studies have demonstrated that computer games have been effective in raising motivation and achievement levels of both children and adults in various areas of knowledge such as Science and Math (Klawe 1999), Language (Rosas et al., 2002), Geography (Virvou, Katsionis, & Manos, 2005) and Computer Science, where specific learning objectives can easily be stated (Kordaki, 2010; Papastergiou, 2009).
Recently, Game Theory has been used as an alternative to analyze the marketing and inventory policies in supply chain wide. Weng  study a supply chain with one manufacturer and multiple identical retailers. He shows that the Stackelberg game guaranteed perfect coordination considering quantity discounts and franchise fees. Yu et al.  simultaneously consider pricing and order intervals as decisions variable using Stackelberg game in a supply chain with one manufacturer and multiple retailers. Esmaeili et al.  propose several game models of seller-buyer relationship to optimize pricing and lot sizing decisions. Game-theoretic approaches are employed to coordinate pricing and inventory policies in the above research, but the authors still focus on the two-stage supply chain.
In Small Worlds’ case, it is remarkable how meaning is constructed from the inter- nal correlation between the elements of the work, whose consistency must be synthe- sized by the reader, acknowledging the logic behind the selections and combinations, as pointed Iser. In the diegetic level, the player has gradual access to some information. His avatar is in a kind of space station, destroyed and deserted, and from that station it can access four other settings (Figure 2): an asteroid field, perhaps debris from the explosion of a larger body; an arctic environment with an abandoned underground military bunker, where a map can be seen with several points flashing and two remaining missile among several unoccupied silos; an empty city overtaken by water and sewage, spouting wildly through the ruins; and a cave that resembles the rotting guts of a giant dead creature, with structures that seem like bones and ribs. In each of these four scenarios the player must find an item, possibly an energy source that he can use to activate the escape pod, and finally leave the abandoned space station. From the combination of these elements, which can only be recognized in relation to a repertoire built from science fiction movies or games, the player may make a picture of Small Worlds’ background narrative: maybe the hero is the last survivor of a devastating nuclear conflict, possibly triggered by the threat of a giant monster. Taken in connection with the game’s mechanics of gradual ex- ploration and its pixelated visual style, selections that refer to raster graphics and games of the first decades of the video game, we can also read the game as a tribute and a nostalgic lament for the games of that era, their fantastic themes and scenery carefully constructed pixel by pixel.
Braz. J. of Develop., Curitiba, v. 5, n. 12, p. 31865-31879 dec 2019 . ISSN 2525-8761 análise metodológica bibliométrica, a qual utilizou como base de dados a extração de 100% das publicações contidas na plataforma ‘google acadêmico’. os resultados dessa pesquisa contribuem para identificar que o tema ‘beer game’ representa um dos eixos dos inúmeros jogos empresariais logísticos utilizados no ensino superior. quanto o referencial teórico, foi possível elencar os principais autores abordados na área. quanto ao grau de similaridade, verificou-se que os artigos contemplaram auto grau de semelhança nos seguintes aspectos: ‘jogos empresarias’, ‘jogos de simulação’, ‘jogos de ensino e aprendizagem’. quanto ao grau de relevância, percebeu-se que esse tema representa ínfima parcela dentro do campo de pesquisa de ensino e aprendizagem. foram identificadas apenas 27 produções científicas, demonstrando que o tema, na plataforma ‘google acadêmico’ é incipiente. sugere-se para futuros estudos alargar esta amostra para aperfeiçoar os resultados sobre a pesquisa em questão.
Social-based digital games are the type of games that are played online via social networks, and usually are multiplayer games whose mechanisms and features are asynchronous (Koistila, 2001). This type of game is usually played via a browser or downloaded via a mobile device. According to Radoff (2011) social-based digital games has the following characteristics: (1) Has the concept of asynchronous games so that players don't have to be online at the same time. (2) The community, which can increase network or partnership of players. Goals in social games can usually be achieved if players share with their friends who are also playing the same game. The more friends will increasingly facilitate reaching the goals. (3) There is no concept of win or lose. Game developer wants his players to continue to play their game so they do not make the concept of win or lose. But to make the game remains interesting, the developers make "quests" which can be completed in a short time.(4) Virtual currency, i.e. Special currency used in the game, but can be purchased. Some of the items in the in-game virtual currency can be purchased with it.
Tran and Biddle (2009) did an ethnographic study of collaboration in a game devel- opment team. In this study they collected data on a team developing two games for business training. The team members had the following roles: game programmer, lead graphic artist, graphic artist, graphical user interface designer, usability expert and a manager. The researchers analyzed the type of work done, the collaboration in the de- velopment process, the office space, social atmosphere, role differentiation, information sharing, product goals and other variables. The authors identified three core factors that contributed the most to a successful collaboration in the team: role respect, short iteration cycles and shared vision. Role respect means that each member of the team has a clearly defined understanding of what he contributes to the game. Team members acknowledge the roles are complementary and everyone is important to the end goal. Short iteration cycles means that the game is changed and tested almost daily leading to a continuous evaluation and discussion of the product by all team members who keep ‘up-to-date’ with the development process. Shared vision means that there is an understanding and agree- ment about the end product. There are no conflicting views of how the game should be. According to the authors this leads to a strong collaborative spirit in the team and means the team works by default in collaborative mode.