Die alternde Bevölkerung gehört zu den größten gesellschaftlichen Herausforderungen sämtlicher Industrienationen. Bewegungsanregungen wird im Rahmen des Altersverfalls eine signifikant präventive Schlüsselrolle zuerkannt, wobei auch Serious Games großes Präventionspotenzial und vielseitige Gesundheitsförderung zugeschrieben wird. Diese Dissertation widmet sich einer Zustandsdarstellung älterer Menschen im deutschen Pflegekontext, um folgend die Potenziale eines Serious Games zur Gesundheitsförderung älterer Menschen unter Einbezug des Pandemieeinflusses zu evaluieren und reflektierende Handlungsempfehlungen dieses Untersuchungssettings abzuleiten. Evaluiert wurde ein Serious Game zur Förderung physischer, kognitiver und psychischer Kompetenzen – zu Beginn bei 1000 älteren Menschen in 100 Pflegeeinrichtungen in Deutschland über ein Jahr hinweg anhand einer IG und KG. Die Studiendurchführung eröffnete Diskrepanzen, sodass unter anderem Folgeuntersuchungen wie RCT Designs, Drop-Out-Regelungen und differenzierte Messinstrumente empfohlen werden. Die deskriptive Analyse konstatiert ein literaturgeleitetes Bild, das geprägt ist von großer Varianz und einer Wechselwirkung eruierter Konstitutionen. Die aufgrund restriktiver Maßnahmen während der COVID-Pandemie stark verringerte Stichprobe zeigte im Vergleich zur KG sowohl erste tendenziell positive Veränderungen in den gemessenen Kognitionswerten (MMST) als auch in den Motorikwerten (Tinetti-Test), wobei der Einfluss der Isolationsmaßnahmen diese Entwicklung nivellierte. Die erhobenen Werte evidierten einen entscheidenden Einfluss auf die Motorik der Teilnehmenden aufgrund von Pandemie-Restriktionen. Dieses Ergebnis reiht sich in die aktuelle Forschungslage ein: Serious Games – vorausgesetzt, sie sind qualitativ hochwertig evaluiert und werden regelmäßig und langfristig gespielt – ist als Präventionsinstrument in der Regelversorgung und notwendigen Aktivierung von pflegebedürftigen Potenzial beizumessen. / Aging population is amongst the biggest societal challenges of the future of all industrial nations. These challenges can be faced by technological measures as Serious Games with have a big potential in preventing and promoting health, just as benefiting from the key role of mobility as a preemptive effective measure. This dissertation is first committed to give an overview of the condition of elderly people in German nursing contexts. It will then evaluate the potentials of a serious game for health-promotion of elderly people plus the influence of the pandemic and in order to derive recommendations for future studies. The study design evaluates a Serious Game for the promotion of physical, cognitive and psychological competencies, beginning with 1000 elderly people in 100 nursing facilities in Germany over the course of one year by means of an IG and CG. The implementation of the study unveiled discrepancies, so that following investigations, RCT-designs, clear drop-out-regulations and differentiated measuring instruments are recommended. The descriptive analysis of elderly people in nursing homes states a literature driven image of their specific constitution which is characterized by a big variance and an interactive multidimensionality of their main constitutions. The sample, which was very diminished due to the Corona-pandemic, showed first tendentially positive changes within the measured cognitive values (MMST) as well as in the motor values (Tinetti-Test) compared to the CG, whereas the influence of the isolation measures leveled this development, which suggests that the pandemic-restrictions had a crucial impact on motor skills of the participants. This result is consistent with the current research which attributes great potential to serious games as a preventive measure in standard care and for the necessary activation of those in need of care - given that those games are evaluated in a high-qualitative manner and are played regularly and long term.

Les Learning Games sont des environnements d’apprentissage, souvent informatisés, qui utilisent des ressorts ludiques pour catalyser l’attention des apprenants et ainsi faciliter leur apprentissage. Ils ont des atouts indéniables mais présentent également certaines limites, comme des situations d’apprentissage trop artificielles. Ces limites peuvent être dépassées par l’intégration d’interactions en Réalité Mixte dans les Learning Games, que nous appelons alors des Mixed Reality Learning Games (MRLG). La Réalité Mixte, qui combine environnements numériques et objets réels, ouvre de nouvelles possibilités d’interactions et d’apprentissage qui gomment les limites précédentes et qu’il faut repérer et explorer. Dans ce contexte, nous nous intéressons au processus de conception des MRLG. Dans un premier temps, nous présentons une étude sur l’utilisation de la Réalité Mixte dans les domaines de l’apprentissage et du jeu, incluant un état de l’art des MRLG. Cette étude montre que, malgré de nombreux atouts, la conception des MRLG reste difficile à maîtriser. En effet, il n’existe ni méthode ni outil adapté à la conception de ce type d’environnements. Dans un second temps, nous analysons et modélisons l’activité de conception des MRLG à travers la littérature et des expériences de conception, dont une menée dans le cadre du projet SEGAREM. Cette démarche révèle des verrous spécifiques tels que l’absence d’aide à la modélisation (ou formalisation), à la créativité et à la vérification de la cohérence des idées. Nous éclairons nos réponses à ces besoins par un recensement des outils utilisés dans les domaines liés aux MRLG : situations d’apprentissage, jeux et environnements de la Réalité Mixte. Ceci nous amène à proposer deux outils conceptuels : un modèle de description de MRLG (f-MRLG) et des aides à la créativité sous la forme de propositions puis de recommandations. Le modèle de description a pour objectif de formaliser l’ensemble des éléments constituant un MRLG, mais aussi d’être un moyen d’identifier les éléments à définir, de structurer et de vérifier les idées. Les listes de propositions et recommandations ont pour but d’aider le concepteur à faire des choix cohérents par rapport à la situation d’apprentissage visée, en particulier en ce qui concerne les types de jeux et les dispositifs de Réalité Mixte. Une première évaluation de ces propositions a conduit à leur amélioration. Ces propositions sont à l’origine de la conception et du développement d’un outil auteur informatisé : MIRLEGADEE (Mixed Reality Learning Game DEsign Environment). MIRLEGADEE est basé sur LEGADEE, un environnement auteur pour la conception de Learning Games. Une expérimentation auprès de 20 enseignants et concepteurs de formation a validé le bienfondé de cet outil qui guide effectivement les concepteurs dans les phases amont du processus de conception de MRLG malgré des limites pour l’accompagnement de tâches complexes. / Game-based learning is one efficient pedagogical concept that uses game principles to incite learners to engage into learning activities. Learning Games (LG) are commonly known as digital environments. They have undeniable assets but also some limits, such as the artificiality of the learning context. In the mean time, new technologies have been increasingly developed, thus providing new perspectives in game-based learning. In particular, Mixed Reality (MR) technologies merge both real and digital worlds. Mixed Reality Learning Games (MRLG) offer real benefits for teaching: they enable active pedagogy trough the physical immersion of learners, “in situ” information while practicing and authentic context. In our work, we focus on the design process of MRLG. The first part of the thesis presents how Mixed Reality is used for educational and gaming purposes. An analysis of existing MRLG shows both their assets and the complexity of their design. MRLG designers have to cope with all the difficulties of learning design, game design and mixed reality design at the same time, and with the integration of all aspects in a coherent way. Besides, there is a lack of specific tool or methodology. In order to understand the specific needs of MRLG designers, we analyze and model the MRLG design activity from MRLG design processes described in papers and existing methodologies for LG and MR. We also illustrate and clarify MRLG design needs with the observation of a MRLG design activity in the SEGAREM project. We highlight some needs for modeling, creativity, and verification of coherence. To meet the identified needs, the third part is dedicated to a state of the art of tools available for learning design, game design and Mixed Reality design. This study leads us to three solutions to assist MRLG design: a model, a set of tools for creativity, and an authoring tool. We first propose a model called f-MRLG to describe fully and clearly a MRLG. f-MRLG is a support to MRLG design as it helps designer to organize their ideas and to identify which elements must be described. It also reinforces mutual comprehension in a team. Our second proposal is a set of tools for creativity: lists of possibilities, examples and suggestions for game types and Mixed Reality systems choices. We conducted a first experiment on the two proposals, which led to their improvement. These two proposals drove to the design and development of an authoring tool, named MIRLEGADEE (MIxed Reality LEarning GAme DEsign Environment), to support the MRLG design. This tool is an extension of LEGADEE, which already supports the design of learning games using a computer. An experiment with 20 teachers and training designers validated that MIRLEGADEE successfully guides the designers in the MRLG design process, in spite of limits for the support of complex tasks.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-20T12:48:24Z No. of bitstreams: 1 Kévin Cardoso de Sá_.pdf: 3208171 bytes, checksum: dfc5ea787aaa256079d1f84d750608ff (MD5) / Made available in DSpace on 2018-04-20T12:48:24Z (GMT). No. of bitstreams: 1 Kévin Cardoso de Sá_.pdf: 3208171 bytes, checksum: dfc5ea787aaa256079d1f84d750608ff (MD5) Previous issue date: 2018-02-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Chronic diseases are the main cause of mortality in the last few decades, accounting for 59% of all deaths in the world. It is possible to prevent the development of such diseases using tools and methods that instruct the population. One way to achieve this goal is by using games, since they make it possible to teach subjects to the users, without them actively knowing that they are learning new concepts. Through a mapping study, it was possible to identify existing works that employ games focused on chronic conditions, however these works cover a reduced range of these conditions, are mainly targeted towards a younger audience and the majority is of a specific genre, exergames. In this context, this work proposes a model, named CCMUG, for the development of mobile and ubiquitous games that address chronic diseases. The contribution of our work is the definition of a model for the development of games for awareness focused on chronic diseases, subdividing the model into components with relationships between them. Unlike the related work considered, there are no restrictions regarding the type of game target audience and chronic disease addressed. The model aids in the development of games of the most varied genres, for different chronic conditions and individuals of all ages. We conceived the design and developed a mobile game focused on HIV/AIDS, based on the model proposed in this work. We then conducted a individual evaluation with a group of Digital Games undergraduate students of Universidade do Vale do Rio dos Sinos (Unisinos), with the objective to qualify the design of the game. The results obtained show that the game assumes its role of entertaining the players and teaching them concepts regarding the chronic condition. Furthermore, we identified aspects of the design to be improved in the development of the game prototype. Afterwards, we conducted a second evaluation, employing the focus group methodology, with a group of six students who participated in the first evaluation. The aim of this evaluation was to identify if a narrative should be used in the game and, if so, how it should be designed. The participants agreed that the use of a narrative would be beneficial in a game that tries to teach new concepts to the players, but it should be well elaborated. Through the focus group, we conceived a narrative for the game as well as additional features originated from the story. Then, we conducted an evaluation on the prototype after its development to assess the user enjoyment of the game. It was based on a modified version of EGameFlow, a survey that serves as a scale of measurement of the enjoyment and fun of the users in e-learning games. EGameFlow is divided in several dimensions that are assessed with the mean and standard deviation of the answers of the participants. The participants played the game and answered the questionnaire. Overall, all dimensions scored satisfactorily, showing that the prototype is considered to be fun and enjoyable for the players. The last evaluation of this work gathered opinions of game developers to ascertain the validity of our model, its components and relations for developing games focused on chronic conditions. This step occurred as a individual structured interview that followed a explanation of the proposed model and the developed prototype. There were no requests to remove, add or drastically change any component of our model, only minor corrections were applied. Overall, the results are positive and all developers fully agree that our model can be used to develop games, mobile or ubiquitous, focused on chronic conditions without the restrictions identified in the related works. The results confirm that CCMUG can be used as a guideline to develop games in this context. However, more evaluations with different prototypes focusing on other chronic diseases are planned as future works. / Doenças crônicas são a principal causa de mortalidade, representando 59% de todas as mortes do mundo. É possível prevenir o desenvolvimento da doença por intermédio de ferramentas e métodos que instruem a população. Uma forma de alcançar esse objetivo é utilizando jogos, visto que eles possibilitam ensinar assuntos sem que os usuários tenham consciência de estarem aprendendo novos conceitos. Através de um mapeamento sistemático, foi possível identificar trabalhos existentes que empregam jogos no âmbito de condições crônicas, entretanto tais trabalhos abrangem uma gama reduzida dessas condições, são principalmente direcionados para um público jovem e a maioria é de um gênero específico, exergames. Nesse contexto, este trabalho propõe um modelo, chamado CCMUG, para o desenvolvimento de jogos móveis e ubíquos com o foco em doenças crônicas. A contribuição do nosso trabalho é a definição de um modelo para o desenvolvimento de jogos móveis e ubíquos para conscientização focados em doenças crônicas, subdividindo o modelo em componentes com relações entre eles. Diferentemente dos trabalhos relacionados considerados, não há restrições quanto ao tipo de jogo, público-alvo e doença crônica abordada. O modelo auxilia no desenvolvimento de jogos dos gêneros mais variados, para diferentes condições crônicas e indivíduos de todas as idades. Foi concebido o design e desenvolvido um jogo móvel que aborda o tema HIV/AIDS com base no modelo proposto neste trabalho. Em seguida, realizamos uma avaliação individual com uma turma de graduandos de Jogos Digitais da Universidade do Vale do Rio dos Sinos (Unisinos), com o objetivo de qualificar o design do jogo. Os resultados obtidos constatam que o jogo concebido desempenha sua função de entreter os jogadores e ensiná-los conceitos sobre a condição crônica. Além disso, foram identificados aspectos do design a serem aprimorados no desenvolvimento do protótipo do jogo. Posteriormente, realizamos uma segunda avaliação, empregando a metodologia do grupo focal, com um grupo de seis alunos que participaram da primeira avaliação. O objetivo desta avaliação foi identificar se uma narrativa deve ser usada no jogo e, em caso afirmativo, como ela deve ser projetada. Os participantes concordaram que o uso de uma narrativa seria benéfico em um jogo que tenta ensinar novos conceitos aos jogadores, mas ela deve ser bem elaborada. Através do grupo focal, criamos uma narrativa para o jogo, bem como features adicionais originadas a partir dessa história. Em seguida, realizamos uma avaliação do protótipo, após o seu desenvolvimento, para avaliar a diversão do jogo pelo usuário. Essa avaliação foi baseada em uma versão modificada do EGameFlow, um questionário que serve como uma escala de medida do prazer e diversão dos usuários em jogos de aprendizado. EGameFlow é dividido em várias dimensões que são avaliadas através do desvio padrão e média das respostas dos participantes. Os participantes jogaram o jogo e responderam ao questionário. No geral, os resultados de todas as dimensões foram satisfatórios, mostrando que o protótipo é considerado prazeroso e divertido para os jogadores. A última avaliação deste trabalho reuniu opiniões de desenvolvedores de jogos para verificar a validade de nosso modelo, seus componentes e relações para o desenvolvimento de jogos focados em condições crônicas. Este passo ocorreu como uma entrevista estruturada individual que seguiu uma explicação do modelo proposto e do protótipo desenvolvido. Não houveram solicitações para remover, adicionar ou alterar drasticamente qualquer componente do nosso modelo, apenas foram aplicadas pequenas correções. No geral, os resultados são positivos e todos os desenvolvedores concordam plenamente que nosso modelo pode ser usado para desenvolver jogos, móveis ou ubíquos, focados em condições crônicas sem as restrições identificadas nos trabalhos relacionados. Os resultados confirmam que o CCMUG pode ser usado como base para desenvolver jogos neste contexto. No entanto, mais avaliações com diferentes protótipos com foco em outras doenças crônicas estão planejadas como trabalhos futuros.

In this PhD thesis, the utilisation of interactive simulation in a higher education e-learning classroom environment was explored and its effectiveness was experimentally evaluated by engaging university students in a classroom setting. Two case studies were carried out for the experimental evaluation of the proposed novel interactive simulation e-learning tool. In the first case study, the use of interactive agent-based simulation was demonstrated in teaching complex adaptive system concepts in the area of ecology to university students and its effectiveness was measured in a classroom environment. In a lab intervention using a novel interactive agent-based simulation (built in NetLogo). For the purpose of teaching complex adaptive systems such as the concept of spatially-explicit predator prey interaction to undergraduate and postgraduate students in the University of Stirling. The effectiveness of using the interactive simulation was investigated by using the NetLogo software and compared with non-interactive simulation built using R programming language. The experimental evaluation was carried out using a total of 38 students. Results of this case study demonstrates that the students found interactive agent-based simulation to be more engaging, effective and user friendly as compare to the non-interactive simulation. In the second case study, a novel interactive simulation game was developed (in NetLogo) and its effectiveness in teaching and learning of complex concepts in the field of marine ecology was demonstrated. This case study makes a twofold contribution. Firstly, the presentation of a novel interactive simulation game, developed specifically for use in undergraduate and postgraduate courses in the area of marine ecology. This novel interactive simulation game is designed to help learners to explore a mathematical model of fishery population growth and understand the principles for sustainable fisheries. Secondly, the comparison of two different methods of using the interactive simulation game within the classroom was investigated: learning from active exploration of the interactive simulation game compared with learning from an expert demonstration of the interactive simulation game. The case study demonstrated the effectiveness of learning from passive viewing of an expert demonstration of the interactive simulation game over learning from active exploration of the interactive simulation game without expert guidance, for teaching complex concepts sustainable fishery management. A mixed methods study design was used, using both quantitative and qualitative methods to compare the learning effectiveness of the two approaches, and the students’ preferences. The investigation was carried out by running interventions with a mixture of undergraduate and postgraduate students from the University of Stirling in a classroom environment. A total of 74 participants were recruited from undergraduate and postgraduate level for both case studies. This thesis demonstrated through two case studies effectiveness of the proposed novel interactive simulation in university e-learning classroom environment.

This dissertation investigates the development and use of self-images in augmented reality systems for learning and learning-based activities. This work focuses on self- modeling, a particular form of learning, actively employed in various settings for therapy or teaching. In particular, this work aims to develop novel multimedia systems to support the display and rendering of augmented self-images. It aims to use interactivity (via games) as a means of obtaining imagery for use in creating augmented self-images. Two multimedia systems are developed, discussed and analyzed. The proposed systems are validated in terms of their technical innovation and their clinical efficacy in delivering behavioral interventions for young children on the autism spectrum.

This thesis analyses how an increase in bullying awareness can be produced in children aged 9-12 years old playing an iPad serious game called Attitude Game. The project is conducted in collaboration with the company IUS Innovation, where two prototypes were developed by the author of the study, one with mechanics empowering not to bully and the other with mirror mechanics empowering to bully other children. The experiment was conducted with 29 children from a sports club in Göteborg.  A pre-measurement of empathy and a pre-test-post-test measurement of attitude towards bullied children were used to gather data, together with a post-interview during the experiment. Students were assigned to 3 groups, based on a random selection and previous knowledge about the game. The result of the experiment displayed that there was no statistical difference between the change in attitude towards bullied children regarding the empathy level and the prototype tested. The post-interviews displayed that all the participants understood the serious purpose of the game / <p>In case of further contact, you can also write to the private email of the author: carlosglesdiaz@gmail.com</p>

Les Serious Games sont des jeux vidéo qui n'ont pas pour objectif premier le divertissement et qui peuvent être utilisé pour l'enseignement. Pertinents dans de nombreux domaines d'éducation, ils posent pourtant des problèmes liés à leur création fastidieuse et coûteuse en moyens et en temps. Dans cette thèse, nous nous intéressons tout particulièrement aux Serious Games pour l'éducation, appelés Learning Games (LG) et plus particulièrement aux LG pour la formation continue pour les étudiants en école d'ingénieur. Tout d'abord, nous avons procédé à une étude des besoins concrets des créateurs de LG, ainsi qu'à un état de l'art des méthodologies et des outils existants. En premier lieu, ces recherches nous ont montré qu'il n'existait aucune solution adaptée pour faciliter la collaboration entre les différents concepteurs de LG, occupant des rôles complémentaires (expert du domaine, expert pédagogique, game designer...). Nos recherches mettent également en avant le besoin de modélisation et de représentation du scénario du LG pour aider les concepteurs à imaginer un LG qui soit à la fois ludique et attractif tout en gardant le fort potentiel éducatif indispensable à la formation. Pour répondre au premier besoin, nous proposons une méthodologie globale de création collaborative de LG, détaillant chaque tâche des acteurs ainsi que les outils mis à leur disposition. Pour répondre au deuxième besoin, nous proposons un modèle de scénarisation de LG qui représente d'un côté la structure pédagogique choisie par l'expert pédagogique et de l'autre côté la mise en scène ludique imaginée par le game designer. Pour réifier nos propositions, nous avons développé un environnement informatique d'aide à la conception, appelé LEGADEE (LEarning GAme DEsign Environment). LEGADEE guide chaque concepteur avec une " barre d'outils " adaptée à son rôle spécifique et qui propose également un système de validation qui analyse la création en cours. Enfin, nous avons imaginé un protocole d'évaluation pour valider notre environnement auteur ainsi que la méthodologie et le modèle proposés dans lequel nous comparons 24 scénarios de LG dont la moitié a été conçu avec LEGADEE et la moitié sans. Notre évaluation montre que l'utilisation de notre outil a tendance à améliorer certains critères qualité des LG. Elle montre aussi les limites de nos hypothèses et donne des pistes d'améliorations futures, tant sur LEGADEE que sur la méthode d'évaluation elle-même.

Cette thèse s'inscrit dans le domaine de l'ingénierie des Environnements Virtuels pour l’Apprentissage Humain (EVAH). Les jeux épistémiques numériques (JEN) sont une catégorie des jeux sérieux dédiés à la résolution de problèmes complexes, pluridisciplinaires et non-déterministes afin de proposer des situations d'apprentissage plus authentiques.La première partie de la thèse est consacrée à l’exploration des dimensions spatiales, temporelles et sociales des interactions dans un JEN. Des expérimentations ont été menées en milieu écologique et ont montré un apport pédagogique par une augmentation de l'engagement des apprenants. La conception des prototypes expérimentés a mis en évidence que le développement informatique des interactions immersives d'un EVAH demeure actuellement réservé à des spécialistes en Réalité Mixte ou Virtuelle (RMV).Ainsi la seconde partie de la thèse a été dédiée à la proposition d'un environnement de développement (MIREDGE). Une interface de programmation visuelle permet aux développeurs de modéliser des interactions sans connaissance spécifique en RMV par réutilisation de blocs. Des expérimentations ont permis d'évaluer l'efficacité et l'efficience de MIREDGE pour le profil des développeurs RMV ainsi que celui des développeurs non-initiés à la RMV. Les développeurs RMV ayant une nécessité à poursuivre leur algorithme au-delà de la programmation visuelle, MIREDGE permet une génération automatique de code dans leur moteur de jeu. L'approche garantie une large compatibilité avec les environnements de développement et les périphériques, ouvrant ainsi des perspectives sur l'étude de logiques d'interactions universelles. / This thesis is in the field of the virtual environments for human learning. Digital Epistemic Games (DEG) are a category of serious games dedicated to solving complex, multidisciplinary and non-deterministic problems. The objective of DEGs is to propose authentic learning situations in terms of interactions so that learners can construct and anchor knowledge in their context of use.The first part of the thesis is devoted to exploring spatial, temporal and social dimensions of DEG interactions. Experiments were conducted in ecological environment and showed an educational contribution through an increase in the learner engagement. The design of the prototypes showed that the development of the immersive interactions of a virtual environment for human learning currently remains reserved for specialists in Mixed Reality or Virtual (MVR).So the second part of the thesis was the proposal of a development environment named MIREDGE. A visual programming interface allows developers to model interactions without specific knowledge in MVR through the reuse of blocks. Experiments have evaluated the effectiveness and efficiency of MIREDGE for specialist and non-specialist developers in MVR.As specialist developers in MVR have to continue their algorithm beyond visual programming, MIREDGE allows automatic generation of code providing the corresponding script being totally re-editable in their game engine. The MIREDGE approach ensures wide compatibility with development environments and peripherals. This opens perspectives on the study of the logics of universal interactions.

Practicing breathing exercises isn’t very engaging thou it is seen as great for well-being. Applications can utilize breath as a controller mechanism for interactions. With virtual reality (VR) being an effective tool for inducing the sense of immersion and presence, a breathing exercise was paired up with three alternative sessions in an application that was developed to examine the differences between mimicking and controlling input during an experience in VR, with the baseline of interaction being that of no other controllers but head-orientation-tracking of the VR device. Two pilot tests were performed to evaluate functionality and procedure. The main tests investigated the case of research. It was possible to identify mimicking as an immersive experience that promoted the breathing exercise, while input was more immersive but less beneficial towards performing the breathing exercise. The study was also conducted with- and addresses some design limitations of commonly accessible hardware.

Made available in DSpace on 2016-06-02T19:07:10Z (GMT). No. of bitstreams: 1 FERRAZ_JUNIOR_Wilton_2015.pdf: 16420702 bytes, checksum: 618d7c194c6a9fff0f67ef9767ad5f99 (MD5) Previous issue date: 2015-06-29 / This work aims to develop a novel method to design educational games, following Extreme Programming and Scrum Agile Methods and screenplays under the dilemmas and mechanical game re-guise concepts, which are already widely accepted in the literature. Workshops using the proposed method were conducted in order to identify the demands of educators and students from elementary and middle school and also the viability in the implementation of the method as a support tool to the teaching process. The validation results and the method acceptance were evaluated by statistical tests, which are also widely explored in the literature for similar samples. The final remarks show the successful methods evolution and their validation results under the considered classrooms context. / Este trabalho tem por objetivo desenvolver um novo método para a produção de jogos educativos, baseado nos métodos ágeis Scrum e Extreme Programming, além de utilizar conceitos de produção de roteiros baseados em dilemas e utilização de técnicas de rerroupagem de mecânicas de jogos já existentes e amplamente aceitas pela literatura. Foram realizadas oficinas, que utilizaram versões do método proposto, para identificar as demandas de professores e alunos do ensino médio e fundamental, e verificar qual delas apresentavam viabilidade de implantação como ferramenta de apoio ao processo de ensino-aprendizagem. Os resultados obtidos, tanto em relação à aceitação do método e como em relação à melhora dos indicadores de aprendizagem dos conceitos apresentados durante as oficinas, foram analisados utilizando testes estatísticos específicos, amplamente explorados na literatura. Os resultados dos testes permitiram o aprimoramento e a validação do método proposto dentro do contexto de sala de aula.