The Gamerama experience as a game design methodology in the education of Brazilian university students

Abstract

The focus of this paper is the issue of electronic game design as a teaching-learning methodology for university students in Brazil. Our aim is to discuss whether the Gamerama games educational experience can be characterized as a teaching methodology based on Design authors such as Imbesi (2011), Love (2002), Couto Neves (1997) and Bomfim (1994); and electronic games authors, such as Salen Zimmerman (2003), Schell (2010), Schuytema (2010), Fullerton (2008) and Brathwaite Schreiber (2009). The research conducted seven field experiments, involving 175 students from different Brazilian schools and universities, and the data were evaluated using Content Analysis. We conclude that Design, as a field of technological and interdisciplinary knowledge, has principles, such as systemic thinking, that favor the development of game design methodologies, especially in the creation and development stage, which allow for the production of games with solid and socially responsible processes.

Iniciando a aventura em Game Design: relato da experiência na concepção do jogo Honor Keeper

“…Dessa forma, quando decide criar e desenvolver um jogo, um game designer deve utilizar uma metodologia de Game Design que lhe apoie no processo de concepc ¸ão do jogo. A literatura apresenta a descric ¸ão de diversas metodologias de Game Design [Hunicke et al 2004, Cardoso et al 2018, Godoy and Barbosa 2010, Xavier 2013, Xavier et al 2020, Demachy 2003, Mangeli et al 2021, Matos et al 2021]. Dentre elas, as apresentadas por [Schell 2019] e [Rogers 2014] se destacam por suas características e diferenc ¸as.…”