Desenvolvimento da Imaginação e da Criatividade por meio de Design de Games por Crianças na Escola Inclusiva

Alves, Adriana Gomes; Hostins, Regina Célia Linhares

doi:10.1590/s1413-65382519000100002

Cited by 17 publications

(17 citation statements)

References 10 publications

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“…First, several studies reported struggling to achieve agreement on a concept, solution, or decision , likely because of the control each stakeholder group was given [ 42 , 74 , 76 ]. Control in terms of decision-making and contributing to the design process could be caused by expecting CYP to come to a natural agreement without clear constraints or guidance from adults.…”

Section: Resultsmentioning

confidence: 99%

“…Common approaches to this issue were discussion (for understanding different points of view) and voting mechanisms (for integrating disagreeing points of view into a decision) [ 76 ]. A connected challenge was ensuring that different end-user groups contributed more or less equally to decisions and end results [ 42 , 50 , 64 , 65 ]. Several authors observed that cohesion required trust between participants, although no particular approach has been suggested to build trust [ 42 , 76 ].…”

Section: Resultsmentioning

confidence: 99%

“…A connected challenge was ensuring that different end-user groups contributed more or less equally to decisions and end results [ 42 , 50 , 64 , 65 ]. Several authors observed that cohesion required trust between participants, although no particular approach has been suggested to build trust [ 42 , 76 ].…”

Section: Resultsmentioning

confidence: 99%

Section: Session Structurementioning

confidence: 99%

“…Ten studies [41,42,44,47,48,59,63,64,82,85] described an ideation or brainstorming stage to help frame user needs and provide users with a starting place. Notably, brainstorming could be used to generate game ideas [42] or to understand existing user practices and areas of technology-based support [44]. This was often supported by starting exemplars and paper templates [41,47,59,63,64], such as empty scenario storyboards or empty mobile phone screens, or a homework task and prepared video-seeding material for ideas [50].…”

Section: Session Structurementioning

confidence: 99%

See 4 more Smart Citations

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

Saiger¹,

Deterding²,

Gega³

2023

JMIR Serious Games

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Background User involvement is widely accepted as key for designing effective applied games for health. This especially holds true for children and young people as target audiences, whose abilities, needs, and preferences can diverge substantially from those of adult designers and players. Nevertheless, there is little shared knowledge about how concretely children and young people have been involved in the design of applied games, let alone consensus guidance on how to do so effectively. Objective The aim of this scoping review was to describe which user involvement methods have been used in the design of applied games with children and young people, how these methods were implemented, and in what roles children and young people were involved as well as what factors affected their involvement. Methods We conducted a systematic literature search and selection across the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases using State of the Art through Systematic Review software for screening, selection, and data extraction. We then conducted a qualitative content analysis on the extracted data using NVivo. Results We retrieved 1085 records, of which 47 (4.33%) met the eligibility criteria. The chief involvement methods were participatory design (20/47, 43%) and co-design (16/47, 37%), spanning a wide range of 45 concrete activities with paper prototyping, group discussions, and playtesting being the most frequent. In only half of the studies (24/47, 51%), children and young people participated as true design partners. Our qualitative content analysis suggested 5 factors that affect their successful involvement: comprehension, cohesion, confidence, accessibility, and time constraints. Conclusions Co-design, participatory design, and similar high-level labels that are currently used in the field gloss over very uneven degrees of participation in design and a wide variety of implementations that greatly affect actual user involvement. This field would benefit from more careful consideration and documentation of the reason of user involvement. Future research should explore concrete activities and configurations that can address the common challenges of involving children and young people, such as comprehension, cohesion, confidence, and accessibility.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Session Structurementioning

confidence: 99%

Section: Session Structurementioning

confidence: 99%

See 3 more Smart Citations

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

Saiger¹,

Deterding²,

Gega³

2023

JMIR Serious Games

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Autoria de Jogos Digitais por Crianças com e sem Deficiências na Sala de Aula Regular

Alves

Hostins

Magagnin

2021

Rev. bras. educ. espec.

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RESUMO Este artigo tem como propósito avaliar o processo de construção colaborativa de jogo digital por crianças com e sem deficiências em contexto de educação regular. Trata-se de uma pesquisa aplicada e qualitativa, cujos referenciais teórico-metodológicos se embasam na abordagem histórico-cultural de Vigotski sobre atividade criativa de alunos com deficiência intelectual, no Design-Based Research (DBR), que alia a pesquisa em educação aos problemas vivenciados na prática por meio da colaboração entre participantes e pesquisadores, e no framework de criação de jogos digitais por crianças. Participaram da pesquisa 25 crianças, dentre elas três com deficiência intelectual, do 4º ano do Ensino Fundamental de uma escola municipal no Brasil. A pesquisa interdisciplinar alia Educação, Design e Engenharia da Computação em um processo de criação que emprega técnicas pedagógicas e de design de jogos, compartilhamento de ideias e colaboração entre crianças do Ensino Fundamental e acadêmicos do Ensino Superior. Como resultado, obteve-se um jogo digital de autoria e de idealização coletiva dos estudantes, na definição de personagens, cenários, mecânicas de jogos e narrativas. Tais resultados conferem o protagonismo das crianças no processo de criação, a aprendizagem de crianças com deficiência, a integração academia-escola e a viabilidade da aplicação do framework em contextos de educação regular e inclusivos.

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Design-Based Research in the Educational Field: A Systematic Literature Review

et al. 2022

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The design-based research methodology has been gaining significance, in recent years, in the field of educational research. Several authors have pointed out the potential of this methodology to support the development of research processes with strong practical applicability. Its iterative nature allows researchers to organize their studies into iterative research cycles that allow them to improve products, processes, and test new resources and educational approaches. This study aimed to develop knowledge about how this methodology has been used in K-12 educational settings and in initial and continuing teacher education. Thus, a systematic literature review was carried out based on 163 selected papers, published between 2013 and 2020 and gathered from SCOPUS and ISI Web of Science Databases. The results highlighted the characterization data of DBR studies, the research contexts and settings, the DBR approaches, and the contribution for the educational field.

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Desenvolvimento da Imaginação e da Criatividade por meio de Design de Games por Crianças na Escola Inclusiva

Cited by 17 publications

References 10 publications

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

Children and Young People’s Involvement in Designing Applied Games: Scoping Review

Autoria de Jogos Digitais por Crianças com e sem Deficiências na Sala de Aula Regular

Design-Based Research in the Educational Field: A Systematic Literature Review

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