Production and evaluation of a didactic game using factor analysis for pattern recognition
DOI:
https://doi.org/10.33448/rsd-v11i15.36696Keywords:
Environmental Education; Factor Analysis; Educational games; Chemistry teaching.Abstract
The environmental issue is closely linked to chemical concepts and the high relevance of its approach in all spheres of society. It is known that, for effective and meaningful teaching of Chemistry, it is necessary to understand and test new tools to improve student learning. In this sense, gamification can be a good strategy in teaching. The usability of the didactic game as a pedagogical tool and its contributions to the teaching and learning process must be verified using adequate analysis. From this perspective, the objective of this work was to develop a computer game using the free software 001 Game Creator® to approach the theme of Environmental Education (EE) for students of Technical High School (THS). In addition, Maximum Likelihood (ML) Factor Analysis (FA) was used as an analytical tool to evaluate the results obtained. Ninety students from three THS classes participated in the research, and a questionnaire was applied to collect data on previous EE knowledge and perceptions of the developed game. Given the work carried out, it was possible to show that the ML analysis technique was a skillful and fast tool for understanding the evaluation of educational games, identifying that the application of the game "A ride on the Comptronics" aroused the interest of the students and provided a learning experience. dynamic and pleasurable, in a cooperative and very immersive way.
References
Agra, G., Formiga, N. S., Oliveira, P. S. D., Costa, M. M. L., Fernandes, M. D. G. M., & Nóbrega, M. M. L. D. (2019). Análise do conceito de Aprendizagem Significativa à luz da Teoria de Ausubel. Revista Brasileira de Enfermagem, 72, 248-255.
Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224.
Armbrecht, J. P., Aragón-Muriel, A., & Micolta, G. (2014). Description and preliminary evaluation of a program for improving chemistry learning in high school students. Journal of Chemical Education, 91(9), 1439-1445.
Ausubel, D. P. (1977). The facilitation of meaningful verbal learning in the classroom. Educational Psychologist, 12(2), 162-178.
Cararo, E. R., Chimello, V. F., Piovezana, L., Lima-Rezende, C. A., Santos, J. A., & Rezende, R. S. (2022). Environmental education in Brazil: Trends and gaps from 2015 to 2019. Research, Society and Development, 11(4), e45211427598.
Connolly, T. M., Stansfield, M., & Hainey, T. (2007). An application of games‐based learning within software engineering. British Journal of Educational Technology, 38(3), 416-428.
Conway, C., & Leonard, M. (2015). Playing an electron transport system game to improve health students’ learning. Journal of Chemical Education, 92(5), 871-873.
Cunha, M. B. (2012). Jogos no ensino de química: considerações teóricas para sua utilização em sala de aula. Química Nova na Escola, 34(2), 92-98.
Daubenfeld, T., & Zenker, D. (2015). A game-based approach to an entire physical chemistry course. Journal of Chemical Education, 92(2), 269-277.
Dionizio, T. P., Silva, F. P., Dionizio, D. P., & Carvalho, D. M. (2019). O uso de tecnologias da informação e comunicação como ferramenta educacional aliada ao ensino de Química. EAD em Foco, 9(1), e809.
Franco-Mariscal, A. J., Oliva-Martínez, J. M., & Gil, M. L. A. (2015). Students’ perceptions about the use of educational games as a tool for teaching the periodic table of elements at the high school level. Journal of Chemical Education, 92(2), 278-285.
Franco-Mariscal, A. J., Oliva-Martínez, J. M., Blanco-López, Á., & Espana-Ramos, E. (2016). A game-based approach to learning the idea of chemical elements and their periodic classification. Journal of Chemical Education, 93(7), 1173-1190.
Ghani, M. S. A. A., & Shamsuddin, S. N. W. (2020). Definitions and concepts of User Experience (UX): A literature review. International Journal Of Creative Future And Heritage (Teniat), 8(1), 130-143.
Hauge, J. B., Boyle, E., Mayer, I., Nadolski, R., Riedel, J. C., Moreno-Ger, P., ... & Ritchie, J. (2015). Chapter 21: Study design and data gathering guide for serious games' evaluation. In Hauge, J. B., Boyle, E., ... & Ritchie, J. (Orgs.), Gamification: Concepts, methodologies, tools, and applications (pp. 425-451). IGI Global.
Kishimoto, T. M. (2017). Jogo, brinquedo, brincadeira e a educação. Cortez Editora.
Kurniati, A., Tanzil, F., & Purnomo, F. (2015). Game development “Tales of Mamochi” with role playing game concept based on android. Procedia Computer Science, 59, 392-399.
Lei n. 9394/96, de 20 de dezembro de 1996. (1996). Estabelece as diretrizes e bases da Educação Nacional. Diário Oficial da União. MEC.
Mahlow, F. R. P., Scalvi, R. M. F., Scalvi, M. F., & Ramos, G. G. F. (2020). Um role-playing game (RPG) pedagógico para o ensino de astronomia. Experiências em Ensino de Ciências, 15(3), 263-283.
Matos, D. A. S., & Rodrigues, E. C. (2019). Análise fatorial. ENAP.
MEC (2018). Base Nacional Comum Curricular. Secretaria da Educação Básica.
Medeiros, R. C. T., Lopes, G. S., & Ribeiro, M. E. N. P. (2020). A importância do pré-teste na produção de jogos - Relato de experiência. In Bianchessi, C. (Org.), Práticas pedagógicas e saberes curriculares: Experiências, desafios e conquistas (pp. 54-64). Bagai.
Menezes, G. D. O., & Miranda, M. A. M. (2021). O lugar da educação ambiental na nova Base Nacional Comum Curricular para o Ensino Médio. Educação Ambiental em Ação, 20(75).
Nagalingam, V., & Ibrahim, R. (2015). User experience of educational games: A review of the elements. Procedia Computer Science, 72, 423-433.
Oliveira, J. J. S., de Morais, R. O., de Medeiros, U. K. L., & Ribeiro, M. E. N. (2017). Criação do jogo “Um Passeio na Indústria de Laticínios” visando promover a educação ambiental no curso técnico de alimentos. Química Nova na Escola, 39(2), 142-152.
Oliveira, R. R., das Neves, L. S., & de Lima, K. M. (2012). Experimental design, near-infrared spectroscopy, and multivariate calibration: An advanced project in a chemometrics course. Journal of Chemical Education, 89(12), 1566-1571.
Pereira, L. T., Silva, F. H. C., Palomino, P. T., & Isotani, S. (2018). A abordagem construtivista no desenvolvimento de um serious game do gênero escape room. Proceedings of SBGames, 2018, 1011-1018.
Pérez-Arribas, L. V., León-González, M. E., & Rosales-Conrado, N. (2017). Learning principal component analysis by using data from air quality networks. Journal of Chemical Education, 94(4), 458-464.
Petri, G., Von Wangenheim, C. G., & Borgatto, A. F. (2019). MEEGA+: Um modelo para a avaliação de jogos educacionais para o ensino de computação. Revista Brasileira de Informática na Educação, 27(03), 52-81.
Piaget, J. (1937). La construction du réel chez l'enfant. Neuchâtel: Delachaux & Niestlé.
Ribeiro, R. J., Junior, N. S., Frasson, A. C., Pilatti, L. A., & da Silva, S. D. C. R. (2015). Teorias de aprendizagem em jogos digitais educacionais: Um panorama brasileiro. RENOTE, 13(1).
Santos Jr, A. C., & de Almeida, M. S. (2020). Práticas de ensino de Biologia: Uso de sequências didáticas na 2 série do Ensino Médio. Revista Rios, 14(26), 129-152.
Savi, R., Von Wangenheim, C. G., Ulbricht, V., & Vanzin, T. (2010). Proposta de um modelo de avaliação de jogos educacionais. RENOTE, 8(3).
Silva, G. de A., David, P. B., & Ribeiro, M. E. N. P. (2022). Aprendizagem baseada em problemas e construção de problemáticas potencialmente eficazes no ensino de Química. Research, Society and Development, 11(9), e44511932116-e44511932116.
Silva, J. C. S., & Bianco, G. (2020). Jogos didáticos: A formação educativa através de uma aprendizagem significativa e um currículo adaptado por projetos. Research, Society and Development, 9(9), e820997969-e820997969.
Silva Jr., J. N., Nobre, D. J., do Nascimento, R. S., Torres Jr, G. S., ... & Rojo, M. J. (2018). Interactive computer game that engages students in reviewing organic compound nomenclature. Journal of Chemical Education, 95(5), 899-902.
Souza, E. S. (2015). Uso de jogos de Role Playing Game (RPG) como uma estratégia possível de aprendizagem de conteúdos de Biologia na educação de jovens e adultos. Revista Científica Interdisciplinar, 3(2), 384-424.
Souza, T. V. P., Souza, É. V. P., da Silva, T. G. N., Silva, D. M., & Ribeiro, M. E. N. P. (2015). Proposta educativa utilizando o jogo RPG Maker: Estratégia de conscientização e de aprendizagem da Química ambiental. Holos, 8, 98-112.
Squires, D., & Preece, J. (1999). Predicting quality in educational software. Interacting With Computers, 11(5), 467-483.
Vasconcelos, G. M. C., Silva, J. C. S., Rodrigues, R. L., da Silva, L. M., & Ramos, J. L. C. (2020). Mapeamento das Tecnologias Educacionais Digitais adotadas para o ensino-aprendizagem de Matemática em instituições de Ensino Médio no Brasil. RENOTE, 18(1).
Wartha, E. J., Silva, E. D., & Bejarano, N. R. R. (2013). Cotidiano e contextualização no ensino de Química. Química Nova na Escola, 35(2), 84-91.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Rafael Cavalcante Timbó Medeiros ; Denise Ramos Moreira ; George de Almeida Silva; Gisele Simone Lopes; Nágila Maria Pontes Silva Ricardo; Maria Elenir Nobre Pinho Ribeiro
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
