?rea de concentra??o: Educa??o. / Na ficha catalogr?fica consta o t?tulo: "O jogo digital como atividade motivadora de aprendizagem: concep??es de educadoras de uma escola p?blica de Diamantina MG". / Na folha de aprova??o consta o t?tulo: "O jogo como atividade motivadora de aprendizagem no contexto escolar: concep??es das educadoras de uma escola p?blica de Diamantina - MG". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-24T17:53:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-26T16:33:14Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Made available in DSpace on 2018-04-26T16:33:15Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) Previous issue date: 2017 / O tema deste trabalho est? relacionado ?s concep??es de professores acerca do jogo digital como atividade motivadora da aprendizagem de alunos inseridos em cultura digital. Como desdobramento dessa cultura, surgem tend?ncias pedag?gicas emergentes que mesclam tecnologias ? sala de aula, requerendo atitudes e conhecimentos novos por parte do professor. A partir de tal perspectiva, o objetivo geral deste estudo ? investigar as concep??es de um grupo de educadoras de uma escola p?blica de ensino fundamental no munic?pio de Diamantina, acerca do jogo digital como atividade motivadora de aprendizagem. Para alcan??-lo, a metodologia adotada ? de abordagem qualitativa, cuja produ??o de dados realiza-se por meio de entrevistas semiestruturadas com professoras do 4? e 5? ano, diretora e supervisora pedag?gica. Por sua vez, a interpreta??o dos dados realiza-se mediante a t?cnica de an?lise de conte?do a partir da teoria de Bardin (2009). A partir desse percurso, as an?lises demonstram que coexistem concep??es convergentes e divergentes com vis?es inovadoras em educa??o. Para algumas educadoras o jogo digital n?o possui valor educativo em si, servindo apenas para entretenimento. Para outras, o jogo ? visto como l?dico e capaz de motivar intrinsecamente a aprendizagem dos alunos, tornando as aulas mais atraentes. Os resultados apontam para a oportunidade de realiza??o de novos estudos com abordagem metodol?gica de pesquisa participante, para que as educadoras tenham um contato direto com os jogos digitais, podendo assim ressignificar suas concep??es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The subject of this study has relation to teachers' conceptions about the digital game as a motivating activity on the learning process of students inserted in digital culture. As part of this culture, there are emerging pedagogical trends that mix technologies into the classroom, requiring new attitudes and knowledge from the teacher. From this perspective, the general objective of this study is to investigate the ideas of educator?s group from a public elementary school in the municipality of Diamantina, about the digital game as a motivating learning activity. To achieve this objective, the methodology adopted is a qualitative approach, which data production carried out through semi-structured interviews with 4th and 5th grade teachers, pedagogical director and supervisor. The data interpretation based on the technique of subject analysis from the theory of Bardin (2009). From this trajectory, the analyses show that convergent and divergent conceptions coexist with innovative visions in education. For some educators the digital game has no educational value in itself, serving only as an entertainment device. On the other hand, some teachers consider that the game is a playful and capable device of intrinsically motivating learning, making classes more attractive for the students. The results point to the opportunity to carry out new studies with a participatory research methodological approach, so that the educators have direct contact with the digital games, thus being able to re-conceptualize their conceptions.

Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare. This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another.  The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games. / I denna avhandling presenteras en djupgående undersökning av digitala lärospel och hur de utvecklas för, och används inom, skolutbildning. Lärospelsforskning har traditionellt sett främst fokuserat på att undersöka spels utbildningspotential ur ett produktcentrerat perspektiv där spel och spelare sätts i centrum. Detta perspektiv har bidragit till en högre förståelse av sambandet mellan olika typer av spelmekanik och pedagogiska principer, samt vad spelare lär sig av sina interaktioner med spelinnehåll. Allteftersom denna typ av forskning påvisat olika typer av positiva sammanhang mellan spelande och lärande har således även argumenten och trycket för att använda spel i skolan ökat. Men trots att vår förståelse för vad som händer i förhållandet mellan spel och spelare stärkts, så är förståelsen av de krav och förutsättningar som spel ställer som utbildningsverktyg fortfarande väldigt begränsad; prioriteringen av att förstå spelens inneboende potential har lett till ett synsätt som inte tar utbildningsmiljöers realiteter i beaktande. Resultatet av detta är att det i dagsläget finns en stor mängd argument för varför digitala spel har stor potential för lärande och därmed bör användas mer i skolutbildning. Men det finns få studier som påvisar hur denna potential faktiskt kan uppnås, eller om den ens uttrycker sig som förväntat när spel används i verkliga utbildningssammanhang. Med denna kunskapsbrist i åtanke undersöker och beskriver denna avhandling hur formella utbildningssammanhang och digitala spel förhåller sig till varandra både konceptuellt och praktiskt. Genom fältstudier som inkluderat både utvecklare, utbildare och elever har utmaningar som uppstår i det unika mötet mellan utbildning och spelande identifierats. Observationer från fältstudier stöds även av intervjuer där lärare och utvecklares arbetsprocesser och synpunkter kring utbildning och lärospel undersökts. De huvudsakliga utmaningarna som uppdagats i dessa studier är att den ”traditionella” synen på spelutveckling, spelande och spelare är svårförenlig med skolutbildnings realiteter, pedagogiska principer och skolan som marknad för spelkonsumtion. Kort sagt så delar spel skapade för informellt och formellt spelande (till exempel för hemmabruk respektive klassrumsanvändning) många ytliga likheter, men användningskontexterna introducerar så pass olika krav och förutsättningar att informella och formella spel och spelsituationer inte är jämförbara. I avhandlingen konstateras slutligen att lärospel utgör en unik blandning av användbarhet, spelupplevelser och kontextberoende aktiviteter för meningsskapande. Lärospel kan inte förstås till fullo om de endast ses som läroverktyg, eller endast som spelupplevelser. För att lärospel ska mogna och bli användbara och effektiva inom skolutbildning i större utsträckning behöver både utvecklare och utbildare förändra arbetsprocesser i sina organisationer, och metoderna genom vilka de skapar och använder spel som läromedel. Lärospel kan inte förstås som ett förhållande mellan spel och spelare då de i själva verket utgör ett stort system av aktörer, processer och användningskontexter, som var och en påverkas av individuella och lokala krav och förutsättningar. Med detta i åtanke yrkar denna avhandling för en mer systemorienterad förståelse av lärospel där spelobjektet inte separeras från kontexter och arbetsprocesser. Avhandlingen bidrar till detta systemperspektiv genom att presentera modeller som beskriver systemet som lärospel utgör, samt en serie rekommendationer som kan hjälpa utbildare och utvecklare att navigera de komplicerade processerna involverade i användandet och utvecklingen av lärospel.

<p>Previous research has shown that student-teacher interaction is very important in motivating students to learn a second language. However, it is unclear whether facial expression, which is one of the most important portions of interaction, affects in-game language learning motivation or not. The purpose of this study is to find out the evidence demonstrating the facial expressions of the other party, in this case, virtual characters in game, will or will not influence the learning motivation <a>of Japanese L2 students</a>. The researchers of this study developed four versions of a 3D animated Japanese role-playing game. Each version of the game represents one facial expression that is neutral, happy, sad or angry. The entire research consists of two experiments: a validation study and a motivation study. After validating all the facial expressions of five main characters in the game, <a>eighty-four college students from 200/300 level Japanese courses </a>joined in the motivation study voluntarily. They played a version of the game assigned randomly to them and then did a post-questionnaire. Conclusions were drawn based on the survey results. The findings of this research suggested that virtual characters’ facial expressions in game had no significant effect on participants’ <b>learning motivation</b>. However, significance was found in <b>years of learning Japanese</b> and <b>gender</b>. Meanwhile, it was found <b>facial expression</b> and <b>years of learning Japanese</b> had an interactive effect on the variable <b>immersion into game.</b> </p>

The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was undertaken. This study employed a mixed methods approach with primacy given to quantitative statistical analyses of data collected pre and post using a content knowledge assessment (AP Government and Politics practice test) and two self-efficacy assessments (SSTEBI-PSSTE and TSES). Results from a repeated measures ANOVA revealed statistically significant differences in preservice social studies teachers content knowledge of civics from pre to posttest administration by gaming status (less than 2 hours and 2 hours or more), testing occasion (pre and posttest), and group by occasion. The gains in content knowledge by participants spending 2 hours or more gaming were greater than the gains for those who spent less than 2 hours gaming. Qualitative analysis revealed themes of content knowledge change, gaming, and active learning in support of quantitative findings. Results from the repeated measures ANOVA on the TSES measure revealed no significant differences by gaming status, testing occasion, or group by occasion from pre to posttest. There was a minimal raw score change from pre to posttest with the participants who played 2 hours or more in iCivics showing slightly less growth in self-efficacy scores on the TSES in comparison to those playing less than 2 hours in iCivics. Results from the repeated measures ANOVA on the SSTEBI-PSSTE measure revealed a statistically significant main effect for testing occasion. Results showed no significant difference by gaming status or for the interaction of group by occasion. Qualitative data collected throughout the research study via interviews and document analysis aided in the explanation of the quantitative results. The present study extends previous research into the use of games to enhance educational experiences. It is clear from this research that the amount of time spent gaming has an effect on participants‘ content knowledge of civics and that online simulations are an effective teaching method.

In der Diplomarbeit wird der Angebotsmarkt digitaler Spiele des Jahres 2009, im Besonderen für die Altersgruppe der Jugendlichen, strukturiert abgebildet. Dazu sollen zu Beginn die Begriffsbestimmung für „Jugendliche“ aus juristischer, entwicklungspsychologischer, persönlichkeitspsychologischer und soziologischer Sicht sowie dem Spieleverhalten der Altersgruppe nach der JIM-Studie (Jugend, Information (Multi-) Media) 2009 vorgenommen werden. Anschließend wird der Angebotsmarkt anhand der Kategorisierung nach Plattformen wie PC, Konsolen und Handhelds und Genres beschrieben. Mithilfe von erfassten Daten der USKDatenbank sind dabei Spiele (bis auf einige Ausnahmen), welche von der USK geprüft wurden, tabellarisch gelistet und werden für statistische Auswertungen genutzt. Anhand dieser Erfassungen wird u.a. belegt, wie hoch der „geeignete“ Anteil an Spielen des Jahres 2009 für Jugendliche Nutzer ist. Ebenso werden die USK-Genres und die Altersfreigabe für die einzelnen Plattformen untersucht und verglichen. Zudem sind Daten zu den beliebtesten und am besten bewerteten Spielen erfasst. Auf den Hauptteil der Arbeit aufbauend, werden unterschiedliche Distributionsformen sowie die mit digitalen Spielen verbundenen Akteure beschrieben, und weitergehende Trends und Prognosen vorgestellt. Der Basis der vorgestellten Daten zugrundeliegend, sollen im Ergebnis Handlungsempfehlungen für Bibliotheken im Umgang mit digitalen Spielen gegeben, sowie zukünftige Herausforderungen benannt werden. Zur Unterstützung zielgerichteter Entscheidungen in Bibliotheken sind zusätzlich im Anhang bibliothekarische wie nichtbibliothekarische Informationsmittel, von Einrichtungen und Publikationen über Veranstaltungen bis hin zu Preisen und informativen Seiten im Internet, rund um das Digitale Spiel enthalten.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第24702号 / 人博第1075号 / 新制||人||251(附属図書館) / 2022||人博||1075(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 PETERSON Mark, 准教授 中森 誉之, 教授 勝又 直也, 教授 FIELD Malcolm Henry / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

The aim of this systematic literature review is to examine the empirical evidence within the field of Digital Game-based Learning (DGBL) concerning teachers’ beliefs and experiences about digital games in relation to the different barriers that prevent them from using them in the classroom. The search yielded a total of 152 results, from which a total of 27 articles were included in the present study. A thematic analysis was used to interpret the data which led to the formation of a variety of codes, sub-themes, and themes. The results go into detail into all of these, detailing different intrinsic and extrinsic barriers, teachers’ positive and negative beliefs in conjunction with the influence of demographic factors as well as education. The discussion is based on the relationships that arose between the themes and sub-themes which is further supplemented by the theories on beliefs and barriers in relation to technology integration which are presented in the background section. The results show that there is a bi-directional relationship between teachers’ beliefs and the barriers they face in the use of digital games in education as compounding barriers lead to or exacerbate negative beliefs while positive beliefs can lead to certain barriers being overcome. Both pre-service education and professional development have proven successful in improving teacher beliefs and confidence, however, the influence of extrinsic barriers results in many teachers believing that the use of digital games is too difficult or impossible in practice. Finally, the influence of demographic factors such as age, gender, and experience are discussed, with the latter being especially influential in terms of teachers’ beliefs.

科技的進步改變了當代童年的樣貌，孩子語言中的「遊戲」二字不再是過往的傳統遊戲，而是充滿聲光效果的多媒體遊戲。這樣的現象讓許多研究相繼投入探討數位遊戲對兒童造成的影響，然而在這眾聲喧嘩的議題中，關注的對象並不包含學齡前幼兒。因此，本研究站在積極理解的角度，探究學齡前幼兒在數位遊戲中的思維活動，企盼增加對當代童年的瞭解。 本研究目的是探討五歲幼兒在數位小遊戲中的問題解決歷程和策略，因此從臺北市邀請18位五歲的大班幼兒，以兩人一組的方式共同進行遊戲<小羊回家>約20分鐘，並隨後訪談5分鐘關於在遊戲中遇到的問題與策略。研究採集的資料內容包含觀察紀錄、訪談語料、錄音和錄影，並將整理後的資料以質性方式分析和詮釋。 研究發現幼兒的問題表徵受到遊戲畫面複雜程度的影響，但幼兒初始建立的遊戲假設和過關成功沒有絕對關係。而本研究考量到幼兒在遊戲中的動作與想法，重新提出六種問題解決策略：(1)反覆操作來內化按鍵功能、(2)排列組合已知條件、(3)逐步縮短與目標的差距、(4)用相同動作試探發生的可能、(5)錯誤排除、(6)重新表徵遊戲目標」。同時也發現隨著幼兒個性和風格不同，會產生出不同樣貌的問題解決歷程：「在簡單道路上循序漸進」、「賭博般孤注一擲」、「在規則中發散遊走」，最後意外地看見，過關並不是遊戲唯一的目標，在遊戲中獲得不同程度的滿足感也是相當重要的。 / The development and growth of digital games have been changing people’s childhood in the world. Nowadays, most children tend to play digital games instead of traditional ones. Though there are a great number of studies into how digital games affect children’s behavior, few ones on preschool children have been found. Through positive approach, this study, as a result, is aimed at discussing and analyzing the thinking of five-year-old children while they are playing digital games, and is also for future reference about children in digital times. The purposes of this study are designed to explore five-year-old children’s problem-solving process and strategies during playing digital game. In this study, eighteen young children in Taipei City are selected to play a digital game, “Home sheep home.” They played in pairs about twenty minutes, and then were given an interview about ‘How did you pass the game?’ and ‘what strategies did you use?’ around five minutes. In order to confirm the trustworthiness of the study, the raw data were collected from various sources including observation, conversation, audio and video. Afterwards, those records were reorganized into qualitative information for further data analysis and interpretation The conclusions of the study are: 1. Young children’s problem representation has nothing to do with accomplishing the game’s mission. Instead, it is affected by the complication of the content on screen. 2. Six problem-solving strategies are re-raised in the study like “Press keyboard repeatedly,” ”Organize all the possibilities” , ”Approach the goal gradually,” ”Repeat the same action to produce a possible result,” ”Avoid the same mistakes,” , ”represent game goal again” . 3. Three problem-solving processes have been concluded into three parts: ”Step-by-step attempt,” ”High-risk attempt” , ”Unfocused attempt “。

A avaliação se consolidou historicamente como parte fundamental do processo de ensino e aprendizagem. Por isso deve ser mais do que uma classificação, tendo como função básica informar e orientar os professores e os alunos nas suas decisões. Partindo do princípio de que a interatividade e o envolvimento ativo dos alunos no processo e na avaliação, contribuem para promover o domínio de procedimentos e a compreensão conceitual através da resolução de problemas, do raciocínio e da argumentação, essa pesquisa desenvolveu um estudo sobre avaliação em que se utilizou de tecnologias como jogos digitais, softwares matemáticos e WebQuest, com alunos do 7º ano do Ensino Fundamental de um dos grupos que foi estimulado a ter maior controle e autonomia de suas aprendizagens. Para isso, investigamos uma sequência de ensino sobre ângulos e polígonos elaborada a partir das considerações governamentais oficiais, no que diz respeito ao uso de situações-problema e tecnologia para investigação e avaliação formativa em matemática; e analisamos as contribuições das tecnologias citadas para a avaliação do conceito de ângulo e das principais propriedades relativas a lados e ângulos de polígonos. Trata-se de uma pesquisa quanti-qualitativa que comparou o desempenho e evolução dos alunos do grupo experimental em comparação com um grupo controle, que não foi exposto à metodologia diferenciada de avaliação com apoio de tecnologias, em uma avaliação diagnóstica, num pré-teste e num pós-teste. A média das notas dos dois grupos na avaliação diagnóstica evidenciou que ambos possuíam os pré-requisitos para a aprendizagem de novos conceitos. A análise de variância mostrou que 32,4% da nota no pós-teste é explicada pela nota da avaliação diagnóstica, reforçando a importância dos conhecimentos prévios pra novas aprendizagens. Os resultados indicaram ainda benefícios do feedback e da autorregulação da aprendizagem promovidos pelas avaliações formativas apoiadas pelas tecnologias, principalmente para os alunos com mais dificuldades de aprendizagem. Consideramos que esses resultados podem oferecer subsídios para melhoria da prática avaliativa de professores de matemática. / The assessment is historically consolidated as a fundamental part of the teaching and learning process. Therefore, it should be more than classification, whose basic function is to inform and guide teachers and students in their decisions. Assuming that interactivity and active involvement of students in the process and evaluation help to promote the domain procedures and conceptual understanding through problem solving, reasoning and argumentation, this research has developed a study on evaluation in which technologies were used, such as digital games, software and mathematical WebQuest with students from the 7th grade of elementary school of one of the groups was encouraged to have greater control and autonomy in their learning. For that investigated a sequence of learning about angles and polygons, compiled from the official government considerations with regard to the use of problem situations and technology for research and formative assessment in mathematics; and analyze the contributions to the technologies mentioned evaluation angle concept and key properties for polygon sides and angles. It is a quantitative and qualitative research that compared the performance and progress of students in the experimental group compared to a control group that was not exposed to different methodology of evaluation with assistive technology in a diagnostic assessment, a pre-test and a post-test one. The average grade of the two groups in the diagnostic evaluation showed that both had the prerequisites for learning new concepts. Analysis of variance showed that 32.4% of the grade in the post-test is explained by diagnostic evaluation grade, reinforcing the importance of prior knowledge to new learning. The results indicated further benefits of feedback and learning self-regulation promoted by formative assessments supported by technologies primarily for students with learning disabilities. We believe that these results can provide insight to improve evaluation practices of mathematics teachers.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-18T11:34:54Z No. of bitstreams: 1 Reinaldo Augusto de Oliveira Ramos.pdf: 4385963 bytes, checksum: 2f3c319e5e8683bc29abfb9359b1a73f (MD5) / Made available in DSpace on 2016-11-18T11:34:54Z (GMT). No. of bitstreams: 1 Reinaldo Augusto de Oliveira Ramos.pdf: 4385963 bytes, checksum: 2f3c319e5e8683bc29abfb9359b1a73f (MD5) Previous issue date: 2016-09-08 / Pontifícia Universidade Católica de São Paulo / With this research, we aim to take a look on the digital games market as well as the courses related to professional training in this industry. This paper focus on showing the challenges found on courses that target the teaching and learning of entertainment computational products and that have laboratorial practices centered on the digital games industry. This research tackles technical courses, technologist level graduation courses, as well as post-graduations, university extension courses, and free courses in this area. We intend to investigate and reflect on the teaching and learning strategies and, mainly, to consider the implementation of practical tools and procedures, especially the DevKits – Digital Game Development Kits – that aim to initiate collaborative environments to develop digital games and, subsequently, their commercial viability. We touch on educational and practical aspects as teaching methods related to game production and tools used, as well as developing platforms: DevKit. We also intend to undertake studies on the technology domain involving game engines in addition to authoring, tridimensional images production, and graphic editorial tools. By means of qualitative and secondary quantitative researches (FEB Games e BNDES), and bibliographical review, the applied methodology evaluates the use and integration of alternative tools that can be matched to the ones used by the electronic game market.We intend, futhermore, to expand the knowledge base around the technology domain of said tools, reducing, that way, the educational institutions’ and game companies’ dependence in this country. We discuss matters such as: intellectual property, legal mechanisms, developing management, production processes, advertising and promotion approaches, and evaluation methods. We depart from the creative process, observe the interaction design related aspects, the technology issues and systemic compatibilities, and, finally, we discuss issues related to promotion and distribution. As a result, we suggest a teaching and learning methodology for digital electronic games / Com esta pesquisa pretendeu-se observar o mercado de jogos digitais e os cursos focados na formação de profissionais para esta área de atuação. Este trabalho acadêmico buscou revelar os desafios que são encontrados nos cursos que objetivam promover o ensino e a aprendizagem de produtos computacionais de entretenimento e que possuem práticas laboratoriais focadas em aspectos relativos à indústria dos jogos digitais. Esta pesquisa abordou os cursos técnicos e de graduação de nível tecnólogo, bem como as pós-graduações e os cursos de extensão universitários, além dos cursos livres nesta área de atuação. Pretendeu-se investigar e refletir sobre estratégias de ensino e aprendizagem e, principalmente, considerar a implementação de ferramentas e procedimentos práticos, particularmente os DevKits – Kits de Desenvolvimento de Jogos Digitais –, que visam implementar ambientes colaborativos para desenvolvimento de jogos eletrônicos digitais e, posteriormente, sua viabilização comercial. Abordaram-se aspectos educacionais e práticos como métodos de ensino relacionados à produção dos games e ferramentas que são utilizadas, bem com plataformas desenvolvimento: DevKit. Também se pretendeu realizar estudos sobre o domínio tecnológico envolvendo game engines, além de ferramentas de autoração, de produção de imagens tridimensionais e de edição gráfica. Por meio de pesquisas qualitativas e quantitativas secundárias (FEP Games e BNDES) e revisão bibliográfica, a metodologia empregada avaliou a utilização e integração de ferramentas alternativas que pudessem ser equiparadas às ferramentas do mercado de trabalho dos jogos eletrônicos. Pretendeu-se expandir a base de conhecimento em torno do domínio tecnológico das mesmas ferramentas, diminuindo, dessa maneira, a dependência das instituições de ensino e das empresas de jogos no país. Discutimos questões como: propriedade intelectual, autoria, dispositivos legais, gerenciamento do desenvolvimento, processos de produção, métodos de divulgação e disseminação do produto e métodos de avaliação. 7 Partiu-se do processo criativo, observaram-se os aspectos relativos ao design de interação, as questões tecnológicas e compatibilidades sistêmicas, por fim, discutiram-se questões relativas aos meios de divulgação e distribuição e, como resultado, propôs-se um método de ensino e aprendizagem para jogos eletrônicos digitais