Palavras chave

COVID-19, jogo sério, cenário interativo, aprendizagem situada, proteção pessoal

Resumo

Os casos de COVID-19 continuam aumentando rapidamente em muitos países, apesar da vacinação. A melhor forma de conter a propagação do vírus é a proteção individual. Neste estudo, desenvolvemos um jogo sério da web (WSG-COVID-19.SP) para promover estratégias de aprendizagem para proteção contra a COVID-19. Também testamos a validade e a usabilidade do sistema. O WSG-COVID-19.SP foi desenvolvido de acordo com a teoria da aprendizagem situada e feedback de diagnóstico. Contém seis histórias com 17 objetivos de aprendizagem. Utiliza-se uma abordagem de solução de problemas para promover o uso de máscaras, a lavagem das mãos e o distanciamento social. A análise de portfólio foi usada para identificar os problemas e o processo de aprendizagem. Para avaliação da validade de conteúdo, foi utilizado o índice global de validade de conteúdo em nível de escala (S-CVI). A usabilidade foi testada por meio de uma pesquisa na web com 71 estudantes de uma universidade para avaliar sua aceitabilidade tecnológica e a capacidade do jogo de promover a proteção individual. O S-CVI foi de 0,81. A usabilidade e a aceitabilidade não corresponderam à área cursada pelo usuário (se é relacionada à tecnologia da informação) nem ao gênero. Dos usuários, 84,5% desejaram continuar a prática porque foram motivados pelos resultados do diagnóstico. O WSG-COVID-19.SP exibe conteúdo válido e alta satisfação do usuário.

Ver infografia

Referências

Álvarez-Pomar, L., & Rojas-Galeano, S. (2021). Impact of personal protection habits on the spread of pandemics: Insights from an agent-based model. The Scientific World Journal, 2021, 1-14. https://doi.org/10.1155/2021/6616654

Link DOI | Link Google Scholar

Alzouebi, K. (2020). Electronic portfolio development and narrative reflections in higher education: Part and parcel of the culture? Education and Information Technology, 25, 997-1011. https://doi.org/10.1007/s10639-019-09992-2

Link DOI | Link Google Scholar

Bardach, L., Klassen, L.R., Durksen, T.L., Rushby, J.V., Bostwick, K.C.P., & Sheridan, L. (2020). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. Teacher Selection Project Working Paper, 1-21. https://doi.org/10.31234/osf.io/whsny

Link DOI | Link Google Scholar

Blackburn, J.L., & Hakel, M.D. (2006). An examination of sources of peer-review bias. Psychological Science, 17(5), 378-382. https://doi.org/10.1111/j.1467-9280.2006.01715.x

Link DOI | Link Google Scholar

Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032

Link DOI | Link Google Scholar

Centers for Disease Control and Prevention (CDC) (Ed.) (2019). Coronavirus disease 2019 (COVID-19). Protect yourself. http://bit.ly/3qodJSg

Link Google Scholar

Chamola, V., Hassija, V., Gupta, V., & Guizani, M. (2020). A comprehensive review of the COVID-19 pandemic and the role of IoT, Drones, AI, Blockchain, and 5G in managing its impact. IEEE Access. https://doi.org/10.1109/ACCESS.2020.2992341

Link DOI | Link Google Scholar

Chang, C.W., Lee, J.H., Wang, C.Y., & Chen, G.D. (2010). Improving the authentic learning experience by integrating robots into the mixed-reality environment. Computer & Education, 55(4), 1572-1578. https://doi.org/10.1016/j.compedu.2010.06.023

Link DOI | Link Google Scholar

Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Systems Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Link DOI | Link Google Scholar

Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74-84. https://bit.ly/2SyMgBe

Link Google Scholar

Gardner, L. (2020). Modeling the spreading risk of 2019-nCoV. Johns Hopkins University Center for Systems Science and Engineering. http://bit.ly/2NpXzJD

Link Google Scholar

Garris, R., Ahlers, R., & Driskell, J. (2002). Games, motivation and learning: A research and practice model. Simulation and Gaming, 33(4), 441-467. https://doi.org/10.1177/1046878102238607

Link DOI | Link Google Scholar

Gaspar, J.D., Lage, E.M., Silva, F.J., Mineiro, E., Oliveira, I.J., Oliveira, I., Souza, R.G., Gusmão, J.R., De-Souza, C.F., & Reis, Z.S. (2020). A mobile serious game about the pandemic (COVID-19 - Did you know?): Design and evaluation study. JMIR Serious Games, 8(4), e25226. https://doi.org/10.2196/25226

Link DOI | Link Google Scholar

Gentry, S.V., Gauthier, A., L'Estrade Ehrstrom, B., Wortley, D., Lilienthal, A., & Car, T.L. et al. (2019). Serious Gaming and Gamification Education in Health Professions: Systematic Review. Journal of Medical Internet Research, 21(3), e12994. https://doi.org/10.2196/12994

Link DOI | Link Google Scholar

Kim, J. (2020). Learning and teaching online during COVID-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52, 145-158. https://doi.org/10.1007/s13158-020-00272-6

Link DOI | Link Google Scholar

Kinshuk, Chen, N.S., Cheng, I.L., & Chew, S.W. (2016). Evolution is not enough: revolutionizing current learning environments to smart learning environments. International Journal of Artificial Intelligence in Education, 26, 561-581. https://doi.org/10.1007/s40593-016-0108-x

Link DOI | Link Google Scholar

Liaw, S.S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the blackboard system. Computer & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005

Link DOI | Link Google Scholar

Liu, Y., Gayl, A.A., Wilder-Smith, A., & Rocklöv, J. (2020). The reproductive number of COVID-19 is higher compared to SARS coronavirus. Journal of Travel Medicine, 27(2). https://doi.org/10.1093/jtm/taaa021

Link DOI | Link Google Scholar

Lopez-Sintas, J., Lamberti, G., & Sukphan, J. (2020). The social structuring of the digital gap in a developing country. The impact of computer and internet access opportunities on internet use in Thailand. Technology in Society, 63, 101433. https://doi.org/10.1016/j.techsoc.2020.101433

Link DOI | Link Google Scholar

Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S. (2007). How can scenario-based learning engender and promote reflective practice in online and distance education. In M. Spector (Ed.), Finding Your Online Voice: Stories Told by Experienced Online Educators (pp. 53-72). Lawrence Erlbaum. https://bit.ly/3o4qQI3

Link Google Scholar

Nayef, B.H. (2015). The advantages and disadvantages of using multimedia in education. Journal of AL-Turath University College, 2(19), 96-104. https://bit.ly/33x3b9s

Link Google Scholar

Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socio-economic implications of the coronavirus pandemic (COVID-19): A review. International Journal of Surgery, 78, 185-193. https://doi.org/10.1016/j.ijsu.2020.04.018

Link DOI | Link Google Scholar

Park, J., Kim, S., Kim, A., & Yi, M.Y. (2019). Learning to be better at the game: Performance vs. completion contingent reward for game-based learning. Computer & Education, 139(1), 1-15. https://doi.org/10.1016/j.compedu.2019.04.016

Link DOI | Link Google Scholar

Pitol, A.K., & Julian, T.R. (2021). Community Transmission of SARS-CoV-2 by surfaces: Risks and risk reduction strategies. Environmental Science & Technology Letters, 8(3), 263-269. https://doi.org/10.1021/acs.estlett.0c00966

Link DOI | Link Google Scholar

Polit, D.F., & Beck, C.T. (2006). The content validity index: Are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489-97. https://doi.org/10.1002/nur.20147

Link DOI | Link Google Scholar

Richardson, J., Grose, J., Bradbury, M., & Kelsey, J. (2017). Developing awareness of sustainability in nursing and midwifery using a scenario-based approach: Evidence from a pre and post educational intervention study. Nurse Education Today, 54, 51-55. https://doi.org/10.1016/j.nedt.2017.04.022

Link DOI | Link Google Scholar

Ruipérez-Valiente, J., Halawa, S., Slama, R., & Reich, J. (2020). Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world. Computer & Education, 146, 103776. https://doi.org/10.1016/j.compedu.2019.103776

Link DOI | Link Google Scholar

Santarpia, J.L., Rivera, D.N., Herrera, V.L., Morwitzer, M.J., Creager, H.M., Santarpia, G.W., Crown, K.K., Brett-Major, D.M., Schnaubelt, E.R., Broadhurst, M.J., Lawler, J.V., Reid, S.P., & Lowe, J.J. (2020). Aerosol and surface contamination of SARS-CoV-2 observed in quarantine and isolation care. Scientific Report, 10, 12732. https://doi.org/10.1038/s41598-020-69286-3

Link DOI | Link Google Scholar

Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205-217. https://doi.org/10.1016/j.edurev.2019.03.007

Link DOI | Link Google Scholar

Su, J.M. (2020). A rule-based self-regulated learning assistance scheme to facilitate personalized learning with adaptive scaffoldings: a case study for learning computer software. Computer Application Engineering Education, 28(3), 536-555. https://doi.org/10.1002/cae.22222

Link DOI | Link Google Scholar

Su, J.M., & Lin, H.Y. (2015). A reconfigurable simulation-based test system for automatically assessing software operating skills, special issue technology-supported assessment in education. Educational Technology & Society, 18(2), 60-79. https://bit.ly/2RGV33P

Link Google Scholar

Suppan, M., Catho, G., Robalo-Nunes, T., Sauvan, V., Perez, M., Graf, C., Pittet, D., Harbarth, S., Abbas, M., & Suppan, L. (2020). A Serious game designed to promote safe behaviors among health care workers during the COVID-19 pandemic: Development of "Escape COVID-19". JMIR Serious Games, 8(4), e24986. https://doi.org/10.2196/24986

Link Google Scholar

Sweller, J., Van Merrienboer, J.J.G., & Paas, F.G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296. https://doi.org/10.1023/A:1022193728205

Link DOI | Link Google Scholar

Torkshavand, G., Khatiban, M., & Soltanian, A.R. (2020). Simulation-based learning to enhance students’ knowledge and skills in educating older patients. Nurse Education Practice, 42, 102678. https://doi.org/10.1016/j.nepr.2019.102678

Link DOI | Link Google Scholar

Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x

Link DOI | Link Google Scholar

Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 14(22), 1-33. https://doi.org/10.1186/s41239-017-0062-1

Link DOI | Link Google Scholar

Wattanasoontorn, V., Boada, I., García-Hernandez, R., & Sbert, M. (2013). Serious games for health. Entertainment Computing, 4, 231-247. https://doi.org/10.1016/j.entcom.2013.09.002

Link DOI | Link Google Scholar

Wiemeyer, J., & Kliem, A. (2012). Serious games in prevention and rehabilitation—a new panacea for elderly people? European Review of Aging and Physical Activity, 9, 41-50. https://doi.org/10.1007/s11556-011-0093-x

Link DOI | Link Google Scholar

World Health Organization (WHO) (Ed.) (2021). Coronavirus disease (COVID-19) advice for the public. https://bit.ly/3uENhpI

Link Google Scholar

Šliogeriene, J. (2016). Using portfolios to enhance self–regulated learning. Sustainable Multilingualism, 9, 186-204. https://doi.org/10.7220/2335-2027.9.9

Link DOI | Link Google Scholar

Fundref

Crossmark

Technical information

Recebido: 14-02-2021

Revisado: 02-03-2021

Aceite: 28-04-2021

OnlineFirst: 15-06-2021

Data de publicação: 01-10-2021

Tempo de revisão do artigo: 16 dias | Tempo médio de revisão do número 69: 30 dias

Tempo de aceitação do artigo: 72 dias | Tempo médio de aceitação do número 69: 68 dias

Tempo de edição da pré-impressão: 183 dias | Tempo médio de edição pré-impressão do número 69: 180 dias

Tempo de processamento do artigo: 228 dias | Tempo médio de processamento do número 69: 225 dias

Métricas

Métricas deste artigo

Vistas: 11669

Leituras dos resumos: 9934

Descargas em PDF: 1735

Métricas completas do Comunicar 69

Vistas: 143265

Leituras dos resumos: 119078

Descargas em PDF: 24187

Citado por

Citas em Web of Science

Yucra-Quispe, LM; Espinoza-Montoya, C; (...); Aguaded, I. From consumers to prosumers: the transmedia storytelling in two mobile games for adolescents and young people REVISTA DE COMUNICACION-PERU, 2022.

https://doi.org/10.26441/RC21.1-2022-A22

Citas em Scopus

Yucra-Quispe, L.-M., Espinoza-Montoya, C., Nunez-Pacheco, R., Aguaded, I. . From consumers to prosumers: the transmedia storytelling in two mobile games for adolescents and young people | [De consumidores a prosumidores: la narrativa transmedia en dos juegos moviles para adolescentes y jovenes]), Revista de Comunicacion, .

https://doi.org/10.26441/RC21.1-2022-A22

Citas em Google Scholar

Yucra-Quispe, L. M., Espinoza-Montoya, C., Núñez-Pacheco, R., & Aguaded, I. (2022). De consumidores a prosumidores: la narrativa transmedia en dos juegos móviles para adolescentes y jóvenes. Revista de Comunicación, 21(1), 433-450.

https://revistadecomunicacion.com/article/view/2624

Baixar

Métricas alternativas

Como citar

Su, J., Yang, Y., Weng, T., Li, M., & Wang, C. (2021). A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing. [Juegos serios en web para la auto-protección y prevención del COVID-19: Desarrollo y pruebas de usabilidad]. Comunicar, 69, 91-111. https://doi.org/10.3916/C69-2021-08

Compartilhar

           

Caixa Postal 527

21080 Huelva (Espanha)

Administração

Redação

Creative Commons

Este site usa cookies para obter dados estatísticos sobre a navegação de seus usuários. Se você continuar navegando, consideramos que você aceita seu uso. +info X