ESCREVENDO JOGOS EDUCACIONAIS:
UMA REVISÃO BIBLIOGRÁFICA COM ABORDAGEM INSTRUCIONAL ALTERNATIVA
DOI:
https://doi.org/10.18316/rcd.v15i37.10909Palavras-chave:
Writing educational games, Active Methodologies, Gameplay.Resumo
Este artigo trata da escrita de jogos educacionais, percorrendo os principais elementos de jogos e suas metodologias de seleção de conteúdo educacional. O objetivo principal é de refletir sobre como se escreve jogos educacionais, pela metodologia de revisão bibliográfica. As abordagens instrucionais, tradicional e alternativa, formam uma narrativa polarizada, conduzindo à reflexão sobre a melhor forma de adequar jogos educativos ao currículo. A abordagem tradicional ensina a elaboração de objetivos instrucionais antes do desenho dos jogos educacionais. A abordagem alternativa propõe um modelo baseado em contação de estórias para a seleção de conteúdo instrucional. Estórias são criadas por conflitos emocionais e de interesses, utilizar estes conflitos para criar uma narrativa de antagônicos favorece o engajamento e aprendizagem significativa. Ferramentas técnicas adequadas empregadas na criação de jogos educacionais devem ser sempre estudadas visando à eficiência do desenho de jogos e a eficácia da aprendizagem. A principal conclusão deste trabalho é que as abordagens tradicional e alternativa não são antagônicas e ambas podem ser incorporadas na escrita de jogos digitais educacionais.
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