A motivação é um conceito poderoso e que pode ter grandes influências, positivas ou negativas, no aprendizado de alunos. Todavia, encontrar nas mais variadas salas de aula alunos que se encontram desmotivados com a experiência de aprendizado é uma ocorrência comum, que pode estar associada a fatores das mais diferentes origens. Dentre estas, nos atemos aqui a explorar o foco tradicional das escolas em aulas expositivas com cópia mecânica de conteúdo, uma prática que é frequentemente apontada por pesquisadores por seu impacto indesejável na motivação dos alunos. Fato que se deve a sua grande distância do paradigma das tecnologias digitais, familiar à atual geração de estudantes e parte constante de seus cotidianos. Consequentemente, por entendermos que a integração adequada dessas tecnologias sala de aula possui alto potencial para motivar os alunos, proporcionando-lhes maior envolvimento com o conteúdo e as atividades propostas para ele, buscamos trazer para mais perto da sala de aula uma tecnologia digital com alto grau natural de interação e envolvimento: a tecnologia dos videogames. Dentro deste contexto, descrevemos e avaliamos neste trabalho uma abordagem para o desenvolvimento de um jogo educacional (Serious Game) centrado nos personagens míticos do Folclore Brasileiro, a fim de apresentar estes seres e suas histórias aos alunos. Aumentando seu conhecimento e sua valorização por um tema da cultura nacional que é normalmente negligenciado. Para tanto, construímos um ambiente de jogo que mescla modelos e heurísticas motivacionais ao seu próprio processo de desenvolvimento. O que proporciona aos alunos um ambiente atrativo, capaz de mantê-los atentos e envolvidos à medida que os direciona a exploração de um mundo de jogo que os ensina um conteúdo que, de acordo com professores das turmas de testagem de nossa pesquisa, carecem de material didático de qualquer tipo. / Motivation is a powerful concept, greatly capable of influencing, in a positive or negative manner, the ways of students’ learning. However, to find through the most different classrooms students who are unmotivated with their learning experience is far from uncommon. The reasons for this and its origins are very numerous, but we attain ourselves here to approaching the traditional focus schools place on the use of lectures with the mechanical copy of its contents by students. A practice often pointed by researches for its unwanted impact on the motivation of students due to its distance from the paradigm of digital technologies, which is so familiar to the present generation of students and, a constant part of their daily lives. Consequently, as we understand that the proper integration of these technologies to classrooms has great potential in motivating students – for allowing higher levels of involvement with the subject and its tasks –; we intend to bring classrooms closer to a technology with inherent high levels of interactions and engagement: the videogames. Within this context, we describe and assess in this work an approach to develop educational games ( Serious Games) centered on the mythical characters of Brazilian folklore, as a way to disclose these beings and their tales to students. Enhancing their knowledge and valuing for a theme of national culture that is often neglected. For that, we built a game environment that mixes motivational heuristics and models to its own development process. In turn, this gives students an attractive environment, able to keep them aware and involved at the same time that directs their exploring of a game world that, according to the teachers of the testing groups of this research, lacks all sorts of teaching materials.

Esta dissertação investiga os efeitos da imersão física em jogos sérios com propósitos de aprendizado perceptivo. O principal objetivo é identificar um conjunto de orientações de design para ajudar desenvolvedores a escolher o nível apropriado de imersão a ser usado em jogos sérios a fim de assegurar que o jogo seja efetivo e confortável para os usuários. A hipótese principal é que altos níveis de imersão melhoram os resultados dos jogos sérios, mas níveis de imersão moderados também podem ser adequados com a vantagem de que causa menos mal-estar nos usuários. Nós organizamos uma revisão da literatura para melhor entender como a imersão física está sendo usada atualmente em jogos sérios, como a efetividade tem sido avaliada, e como a imersão afeta os resultados do jogo e a usabilidade. Então, nós conduzimos dois estudos de usuário empíricos para investigar os efeitos da fidelidade de display, interação e locomoção na percepção dos usuários e retenção de conhecimento. Para os experimentos, nós adaptamos um jogo sério previamente desenvolvido para análise de percepção de riscos, e desenvolvemos um novo jogo para educar trabalhadores sobre procedimentos de segurança que precisam ser seguidos durante instalações elétricas na linha de manutenção elétrica. Os resultados mostraram que, em geral, a fidelidade de display tem impacto na percepção de riscos quando procurando por riscos que não são óbvios. Alta fidelidade de display tem melhor desempenho na identificação de riscos complexos. A fidelidade de locomoção e interação não apresentou diferenças significantes no aprendizado perceptivo. Alta fidelidade também apresentou maior workload, mas nas mesmas condições a corretividade das tarefas foi maior e os participantes lembraram dos procedimentos tanto no pós-teste quanto no teste de retenção. Portanto, a retenção de conhecimento não foi afetada pelo workload introduzido pela técnica interativa. A partir destes experimentos, nós elaboramos e discutimos um conjunto de orientações de design que podem ser considerados para a escolha do nível apropriado de imersão física para ser usado no desenvolvimento de novos jogos sérios. / Nowadays, several application areas are adopting serious games as an ethical, safe and low-cost alternative to performing dangerous tasks, such as training of firefighters, and for medical surgeries. The employment of Virtual Reality in serious games helps to provide virtual environments much more realistic and better immersive experiences to the user. However, some VR systems can still cause sickness symptoms, such as nausea and headaches, and some of them can be expensive, such as CAVEs. This thesis investigates the effects of physical immersion on serious games with perceptual learning purposes. Its main goal is to identify a set of design guidelines to help developers on choosing the appropriate level of immersion to be used in serious games in order to assure it is effective and comfortable for users. The main hypothesis is that higher levels of immersion improve serious games outcomes, but moderate immersion may be also adequate with the advantage of causing less simulation sickness on users. We organized a survey of the literature to better understand how physical immersion is being currently used on serious games, how its effectiveness has been assessed, and how immersion impacts on the game outcomes and usability. Then, we conducted two empirical user studies looking for investigating the effects of the display, interaction and locomotion fidelity on users’ perception and knowledge retention. For the experiments, we adapted a serious game previously developed for risk assessment and developed a new one to educate workers in electricity-line maintenance on safety procedures that need to be followed during electric installations. Results showed that, in general, display fidelity has an effect on risk perception when searching for non-obvious risks. Higher display fidelity has better performance on complex risks identification. Interaction and locomotion fidelity did not show a significant difference in perceptual learning. Naturalness also presented higher workload, but in the same conditions the correctness of tasks was high and subjects recall the procedures in both post- and retention-test. Therefore, knowledge retention is not impacted by the workload imposed by the interactive technique. From these experiments, we elaborated and discussed a set of design guidelines that can be considered for the choice of the appropriate physical immersion to be used on the development of new serious games.

Com as crescentes expansão e popularização dos jogos digitais, sua utilização para fins além do simples entretenimento é cada vez mais visada por educadores, especialistas e estudantes. No entanto, os jogos educativos nem sempre conseguem concorrer com jogos comerciais. Nesse contexto, a presente pesquisa tem por objetivo desenvolver e avaliar um conjunto de heurísticas projetuais que contribuam com o desenvolvimento, adaptação de conteúdo instrucional e avaliação de jogos digitais educativos. Para isso, foram investigados aspectos relativos ao design instrucional e abordagens de aprendizagem, bem como características referentes a elementos que constituem os jogos digitais comerciais. Esses dados, obtidos a partir de base teórica composta por autores diversos das áreas supracitadas, foram analisados e comparados a partir de informações similares e/ou complementares, gerando um conjunto inicial de heurísticas. Esse foi revisado e incrementado com informações obtidas através de entrevistas com especialistas da área, realizadas para compreender as percepções e aspectos relacionados à prática do desenvolvimento de jogos educativos. O conjunto de heurísticas foi, então, testado e avaliado por especialistas e readequado conforme o feedback recebido. Os resultados permitiram a construção de um protótipo funcional para a adaptação de conteúdo instrucional, desenvolvimento e avaliação de jogos digitais educativos. / With the growth and popularization of videogames, their use to purposes beyond simple entertainment is increasingly targeted by educators, professionals and students. However, educational games are not always able to compete with commercial games. In this context, this research intends to develop and evaluate a set of heuristics for projects, with the purpose of contribute on the development, measurement and adaptation of instructional content on educational games. In order to achieve this goal, aspects related to instructional design and learning approaches have been researched, as well as characteristics of commercial games. These data, obtained through theoretical research, were analyzed and compared through similar/complementary informations, generating a primary set of heuristics, which has been complemented by data obtained through interviews with experts on the subject. The set of heuristics was, then, tested and evaluated by experts, and reviewed according to this feedback. The results allowed the construction of a functional prototype to improve adaptation of instructional content, development and evaluation of educative games.

This study explores the challenge of low citizen engagement and participation in e-Government in terms of lack of knowledge, experience, trust in e-Services and government itself. The research addressed the issues of factors that influence citizens' acceptance and adoption of e-government services in Libya, how to overcome the barriers, and determine serious games can promote citizen usage. This study applied an integrated approach utilising the Technology Acceptance Model and Trustworthiness Model theoretical models in a focused framework of intention to use. This research applied mixed research methodology, with exploratory sequential case study (quantitative) and qualitative investigation of the Libyan e-Government project and barriers to its implementation by semi-structured interviews. Furthermore, a quantitative survey questionnaire was used to validate the proposed framework, and a post-test questionnaire was also used to evaluate the effectiveness of the serious game. A conceptual framework was developed for all factors that may affect users’ intention to use e-Services and determine the adoption needs: the two main factors are e-Government adoption issues (including citizen trust in government, e-Services and the internet) and knowledge and experience. Using serious games is of a great value in learning and expanding knowledge, practicing and training, building self-confidence, and increasing security and privacy mechanisms. It would build trust between users and agencies by experiencing e-Services’ reliability, dependability, efficiency and capability, thus promoting adoption and use.

Cette thèse s'intéresse à la relation sujet-objet – l'expérience d'apprentissage vécu par des étudiants universitaires dans le cadre du jeu sérieux Laboratorium of Epidemiology (LOE). Elle porte essentiellement sur la modélisation de phénomènes d'apprentissage – Appropriation et Authenticité – et se veut multidisciplinaire en rassemblant Psychologie de l'Education, Didactique des Mathématiques et Environnements Informatiques pour l'Apprentissage Humain. Le terrain d'expérimentation de cette thèse se place dans le cadre d'un module de Biostatistique dans lequel le jeu sérieux LOE a été implémenté de manière écologique et pérenne. La problématique de recherche porte sur les phénomènes d'appropriation et d'authenticité qui sont formalisés et illustrés, en s'appuyant sur la Théorie des Situations Didactiques (TSD) de Brousseau. Des traces d'activité, des interactions verbales et des entretiens directs ont été analysés au cours de trois années d'utilisation du jeu LOE. Ce travail a permis la construction de concepts tels que « l'appropriation de rôle » par des étudiants dans le contexte d'un jeu sérieux, « l'appropriation de problèmes » par les étudiants que ce soit à travers leurs interactions individuelles avec l'objet (le jeu) ou dans la recherche collaborative de solution aux problèmes, et enfin « la perception de l'authenticité » du jeu. Ainsi, cette thèse montre comment appropriation et authenticité découlent de l'interaction individu-objet. L'appropriation est un élément de l'expérience d'apprentissage à partir duquel l'individu fait sien un objet d'apprentissage dans un processus actif de développement transformationnel dans lequel l'individu reconstruit l'objet qu'il s'approprie à sa manière. Dans le modèle proposé, le processus s'établit par des catégories non nécessairement consécutives : accepter, tester, faire des choix, anticiper et maîtriser. La perception de l'authenticité d'un jeu sérieux par un individu est favorisée par des attributs de l'environnement informatique en raison de l'impact qu'ils produisent chez l'individu. L'authenticité d'un environnement informatique est définie comme un compromis entre trois dimensions élémentaires : réalisme, cohérence interne et pertinence didactique. Une meilleure compréhension de ces phénomènes à la base du processus d'apprentissage contribuera aux études futures sur la qualité de l'enseignement et sur la conception de nouveaux outils, en particulier ceux basés sur le jeu de rôle et l'immersion. / This thesis is interested in the relation subject-object – the learning experience lived by university students in the case of the serious game Laboratorium of Epidemiology. ( LOE). It concerns essentially the modelling of learning phenomena in Didactics of Mathematics – Appropriation and Authenticity – and aims to be multidisciplinary by gathering Psychology of the Education, Didactics of the Mathematics and Technology Enhanced Learning. The thesis field experiment takes place within a discipline of Biostatistics in which the serious game LOE was implemented in an ecological and permanent manner. The search problem concerns the phenomena of appropriation and authenticity which are formalized and illustrated, supported by Brousseau's Theory of the Situations. Tracks of activity, verbal interactions and direct interviews were analysed during the three years of use of the game LOE. This work allowed the construction of concepts such as the "role appropriation" by students in the context of a serious game, the "appropriation of problems" by the students whether individually through interactions with the object (the game) or collaboratively seeking a solution to the problems, and finally "the perception of the authenticity" of the game. In this way, this thesis shows how appropriation and authenticity ensues from the interaction individuals-objects. The appropriation is an element of the learning experience from which individuals makes their own learning objects in an active process of transformational development in which individuals reconstruct the object they appropriate their own away. In the proposed model, the process becomes established by categories not necessarily consecutive: accept, make out a will, choose, anticipate and master. The perception of the authenticity of a serious game by an individual is favoured by attributes of the IT environment due to the impact such attributes produce within individuals. The authenticity of an IT environment is defined as a compromise amongst three elementary dimensions: realism, internal coherence and didactic relevance. A better understanding of these phenomena on the basis of the learning process will contribute to future studies on the quality of teaching and on the design of new tools, in particular those based on role-playing and immersion.

Model Driven Engineering (MDE) is a software development approach which focuses on the creation of models to represent a domain with the aim of automatically generating software artefact using a set of software tools. This approach enables practitioners to produce a variation of software in by reusing the concepts in the domain model without worrying about the technical intricacies of software development. Therefore, this approach can help to increases productivity and it makes software design easier for the practitioners. The application of this approach into games development domain presents an interesting proposition and could help to simplify production of computer games. Computer games are interactive entertainment software designed and developed to engage users to participate in goal-directed play. Many find computer gaming to be persuasive and engaging, and they believe that through the application of game design and game technology in non-entertainment domains can create a positive impact. Computer games designed primarily for non-entertainment purpose are generally known as serious games. The development of games software, in no relation to the intended purpose of it, is technically complex and it requires specialist skills and knowledge. This is the major barrier that hinders domain experts who intend to apply computer gaming into their respective domains. Much research is already underway to address this challenge, whereby many of which have chosen to use readily available commercial-off-the-shelf games while others have attempted to develop serious games in-house or collaboratively with industry expertise. However, these approaches present issues including appropriateness of the serious game content and its activities, reliability of serious games developed and the financial cost involved. The MDE approach promises new hopes to the domain experts, especially to those with little or no technical knowledge who intend produce their own computer games. Using this approach, the technical aspects of games development can be hidden from the domain experts through the automated generation of software artefact. This simplifies the production of computer games and could provide the necessary support to help non-technical domain experts to realise their vision on serious gaming. This thesis investigates the development of a model-driven approach and technologies to aid non-technical domain experts in computer games production. It presents a novel model-driven games development framework designed to aid non-technical domain experts in producing computer games. A prototype based on the model-driven games development framework has been implemented to demonstrate the applicability of this solution. The framework has been validated through the prototypical implementations and these have been evaluated. A case study has been conducted to present a use-case scenario and to examine if this approach can help non-technical domain experts in producing computer games and also to find out if it would lower the barrier towards adoption of game-based learning as an alternative teaching and learning approach. The work in this thesis contributes to the area of software engineering in games. The contributions made in this research includes (1) a blueprint for model-driven engineering for games development, (2) a reusable formalised approach to document computer game design and (3) a model of game software that is independent of implementation platform.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T21:32:56Z No. of bitstreams: 1 FranciscoGeociDaSilva_DISSERT.pdf: 3585702 bytes, checksum: 63c0685d20a47043d6307dd99b0ea907 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-23T20:33:41Z (GMT) No. of bitstreams: 1 FranciscoGeociDaSilva_DISSERT.pdf: 3585702 bytes, checksum: 63c0685d20a47043d6307dd99b0ea907 (MD5) / Made available in DSpace on 2016-02-23T20:33:41Z (GMT). No. of bitstreams: 1 FranciscoGeociDaSilva_DISSERT.pdf: 3585702 bytes, checksum: 63c0685d20a47043d6307dd99b0ea907 (MD5) Previous issue date: 2015-02-20 / Pesquisa qualitativa e reflexiva que focaliza o letramento digital. Dentre as m?dias digitais que poderiam subsidiar o ensino de argumenta??o nos cursos de Bacharelado em Ci?ncias e Tecnologia (BCT) e de Bacharelado em Tecnologia da Informa??o (BTI), da Universidade Federal do Rio Grande do Norte (UFRN), escolhemos estudar a rela??o entre um serious game e o ensino de argumenta??o. Tendo em vista o objeto de estudo do componente de Pr?ticas de Leitura e Escrita ? II (PLE-II) ? a argumenta??o e alguns g?neros da ordem do argumentar ?, comum aos cursos de gradua??o mencionados, investimos no desenvolvimento de um game, intitulado ArgumentA??O, por considerarmos que ele pode, de fato, constituir-se como instrumento did?tico promissor. Assim, buscamos compreender como esse game pode ajudar o aluno a desenvolver mais autonomamente suas compet?ncias de leitor e de escrevente, especificamente diante de um g?nero discursivo da ordem do argumentar: o artigo de opini?o. Com essa pesquisa, tencionamos contribuir com o ensino de L?ngua Portuguesa a partir de tr?s vieses: ampliando escopo te?rico, no sentido de gerar maior inteligibilidade acerca do processo de ensino-aprendizagem de argumenta??o; propondo uma nova possibilidade metodol?gica, com a incorpora??o de um serious game ao ensino; aperfei?oando o jogo com o qual estamos trabalhando, a fim de construirmos e disponibilizarmos uma ferramenta digital mais bem acabada para subsidiar o ensino-aprendizagem de leitura e escrita de artigos de opini?o. Para tanto, assumimos como referencial te?rico-metodol?gico os Estudos de Letramento (KLEIMAN, 2012b; TINOCO, 2008; OLIVEIRA, 2010; GEE, 2009; 2010; ROJO, 2012), a Lingu?stica Aplicada (KLEIMAN, 1998; MOITA-LOPES, 2009), a filosofia da linguagem (BAKHTIN e VOLOSHINOV, 2012) e a Pedagogia Cr?tica (DEWEY, 2010). Colaboraram com esta pesquisa alunos do BCT e do BTI que jogaram o game, analisaram-no e nos concederam entrevistas a respeito dessa experi?ncia. A partir dos dados gerados, emergiram cinco categorias de an?lise: descole??o; interesse; multimodalidade, multissemiose e interatividade; agente de letramento; e princ?pios de aprendizagem. As conclus?es a que chegamos revelam que o investimento em softwares, especificamente games, pode trazer reais benef?cios ao ensino-aprendizagem de L?ngua Portuguesa, al?m disso, revelam que o trabalho com a argumenta??o, realizado nas disciplinas de PLE, tem muito a ganhar com a incorpora??o de serious games. Todavia, os poss?veis ganhos dependem de uma pr?tica de ensino situada e de constante aprimoramento e atualiza??o desse tipo de ferramenta interativa bem como da pr?pria pr?tica pedag?gica daqueles que a utilizam e a desenvolvem. / This is a qualitative and reflexive research with focus on digital literacy. Among the digital media that could support the teaching of argumentation in the Science & Technology and Information Technology undergraduate courses of the Federal University of Rio Grande do Norte, we chose a serious game as object of research. Given the object of study in the discipline of reading and writing II ? argumentation and genre from the order of argumentative writing -, common to the undergraduate courses mentioned, we invest on the development of a serious game, named ArgumentACTION, because we believe that it may, in fact, become a promising didactic instrument. Therefore we intend to understand whether and how this game can help students develop their reading and writing skills more independently, specifically towards an argumentative order genre: the opinion piece. With this research, we intend to contribute to the teaching of the Portuguese language on three bases: extending theoretical scope, in order to generate greater intelligibility on the teaching-learning process of argumenting; proposing a new methodological possibility, with the incorporation of a serious games to teaching; perfecting the game with which we are working, in order to build ? and make available ? a more refined digital tool to subsidize the teaching and learning of reading and writing of opinion pieces. To do so, we use the following as theoretical-methodological: Studies of Literacy (KLEIMAN, 2012b; TINOCO, 2008; OLIVEIRA, 2010; GEE, 2009; 2010; ROJO, 2012), The Applied Linguistics (KLEIMAN, 1998; BUSH-LEE, 2009), The Philosophy of Language (BAKHTIN, VOLOSHINOV, 2012) and Critical Pedagogy (DEWEY, 2010). A group of students from the upper mentioned undergraduate courses collaborated with this research by playing and analyzing the game. They were also interviewed about their experience in this matter. From the data generated, we established the categories of analysis: decollection, interest, multimodality/multisemiosis and interactivity, agent of literacy, learning principles. The conclusions we obtained show that the investment in applications, especially games, can bring real benefits to the teaching/learning of the Portuguese language; moreover they reveal that the work on argumenting has much to gain with the incorporation of serious games; however the possible advantages depend on a focused teaching practice and constant improvements and updates of this type of interactive tool, as well as the pedagogical practice from those who use and develop the games.

Esta dissertação investiga os efeitos da imersão física em jogos sérios com propósitos de aprendizado perceptivo. O principal objetivo é identificar um conjunto de orientações de design para ajudar desenvolvedores a escolher o nível apropriado de imersão a ser usado em jogos sérios a fim de assegurar que o jogo seja efetivo e confortável para os usuários. A hipótese principal é que altos níveis de imersão melhoram os resultados dos jogos sérios, mas níveis de imersão moderados também podem ser adequados com a vantagem de que causa menos mal-estar nos usuários. Nós organizamos uma revisão da literatura para melhor entender como a imersão física está sendo usada atualmente em jogos sérios, como a efetividade tem sido avaliada, e como a imersão afeta os resultados do jogo e a usabilidade. Então, nós conduzimos dois estudos de usuário empíricos para investigar os efeitos da fidelidade de display, interação e locomoção na percepção dos usuários e retenção de conhecimento. Para os experimentos, nós adaptamos um jogo sério previamente desenvolvido para análise de percepção de riscos, e desenvolvemos um novo jogo para educar trabalhadores sobre procedimentos de segurança que precisam ser seguidos durante instalações elétricas na linha de manutenção elétrica. Os resultados mostraram que, em geral, a fidelidade de display tem impacto na percepção de riscos quando procurando por riscos que não são óbvios. Alta fidelidade de display tem melhor desempenho na identificação de riscos complexos. A fidelidade de locomoção e interação não apresentou diferenças significantes no aprendizado perceptivo. Alta fidelidade também apresentou maior workload, mas nas mesmas condições a corretividade das tarefas foi maior e os participantes lembraram dos procedimentos tanto no pós-teste quanto no teste de retenção. Portanto, a retenção de conhecimento não foi afetada pelo workload introduzido pela técnica interativa. A partir destes experimentos, nós elaboramos e discutimos um conjunto de orientações de design que podem ser considerados para a escolha do nível apropriado de imersão física para ser usado no desenvolvimento de novos jogos sérios. / Nowadays, several application areas are adopting serious games as an ethical, safe and low-cost alternative to performing dangerous tasks, such as training of firefighters, and for medical surgeries. The employment of Virtual Reality in serious games helps to provide virtual environments much more realistic and better immersive experiences to the user. However, some VR systems can still cause sickness symptoms, such as nausea and headaches, and some of them can be expensive, such as CAVEs. This thesis investigates the effects of physical immersion on serious games with perceptual learning purposes. Its main goal is to identify a set of design guidelines to help developers on choosing the appropriate level of immersion to be used in serious games in order to assure it is effective and comfortable for users. The main hypothesis is that higher levels of immersion improve serious games outcomes, but moderate immersion may be also adequate with the advantage of causing less simulation sickness on users. We organized a survey of the literature to better understand how physical immersion is being currently used on serious games, how its effectiveness has been assessed, and how immersion impacts on the game outcomes and usability. Then, we conducted two empirical user studies looking for investigating the effects of the display, interaction and locomotion fidelity on users’ perception and knowledge retention. For the experiments, we adapted a serious game previously developed for risk assessment and developed a new one to educate workers in electricity-line maintenance on safety procedures that need to be followed during electric installations. Results showed that, in general, display fidelity has an effect on risk perception when searching for non-obvious risks. Higher display fidelity has better performance on complex risks identification. Interaction and locomotion fidelity did not show a significant difference in perceptual learning. Naturalness also presented higher workload, but in the same conditions the correctness of tasks was high and subjects recall the procedures in both post- and retention-test. Therefore, knowledge retention is not impacted by the workload imposed by the interactive technique. From these experiments, we elaborated and discussed a set of design guidelines that can be considered for the choice of the appropriate physical immersion to be used on the development of new serious games.

Com as crescentes expansão e popularização dos jogos digitais, sua utilização para fins além do simples entretenimento é cada vez mais visada por educadores, especialistas e estudantes. No entanto, os jogos educativos nem sempre conseguem concorrer com jogos comerciais. Nesse contexto, a presente pesquisa tem por objetivo desenvolver e avaliar um conjunto de heurísticas projetuais que contribuam com o desenvolvimento, adaptação de conteúdo instrucional e avaliação de jogos digitais educativos. Para isso, foram investigados aspectos relativos ao design instrucional e abordagens de aprendizagem, bem como características referentes a elementos que constituem os jogos digitais comerciais. Esses dados, obtidos a partir de base teórica composta por autores diversos das áreas supracitadas, foram analisados e comparados a partir de informações similares e/ou complementares, gerando um conjunto inicial de heurísticas. Esse foi revisado e incrementado com informações obtidas através de entrevistas com especialistas da área, realizadas para compreender as percepções e aspectos relacionados à prática do desenvolvimento de jogos educativos. O conjunto de heurísticas foi, então, testado e avaliado por especialistas e readequado conforme o feedback recebido. Os resultados permitiram a construção de um protótipo funcional para a adaptação de conteúdo instrucional, desenvolvimento e avaliação de jogos digitais educativos. / With the growth and popularization of videogames, their use to purposes beyond simple entertainment is increasingly targeted by educators, professionals and students. However, educational games are not always able to compete with commercial games. In this context, this research intends to develop and evaluate a set of heuristics for projects, with the purpose of contribute on the development, measurement and adaptation of instructional content on educational games. In order to achieve this goal, aspects related to instructional design and learning approaches have been researched, as well as characteristics of commercial games. These data, obtained through theoretical research, were analyzed and compared through similar/complementary informations, generating a primary set of heuristics, which has been complemented by data obtained through interviews with experts on the subject. The set of heuristics was, then, tested and evaluated by experts, and reviewed according to this feedback. The results allowed the construction of a functional prototype to improve adaptation of instructional content, development and evaluation of educative games.

Denna rapport har undersökt hur en spelares narrativa immersion och uppfattning av ett spels narrativ kan skifta beroende på hur spelet presenteras. I just denna studie har det valts att specificera sig kring underhållningsspel med lärande element och hur de två aspekterna ovan skiftar om spelet presenterar eller inte presenterar dess lärande element för spelaren. Undersökningen omfattas av att ett antal informanter, som delas in i två grupper, spelar igenom en av två version av en artefakt, varpå de fyller i en kort enkät och deltar i en intervju som bland annat inriktar sig på hur de uppfattade artefaktens narrativ. Studiens resultat visar på tendenser till att, bland annat, en spelares uppfattning och möjlighet att ta till sig ett narrativ skiftar beroende på hur spelet presenteras. Ämnet skulle dock behöva undersökas i större utsträckning för att kunna erhålla starkare resultat.