Rafael Albuquerque

This thesis describes the development, implementation and evaluation of a model of game education, here understood as the process of educating about digital games. The pivotal characteristic of this model is in placing the claimed influences of gaming (e.g. cognitive gains, increase of aggression) at the centre of the content to be learnt. It is based on five principles, namely, that game education can be Informative, Critical, Empowering, Emancipatory, and Dialogic, hence the ICEED Game Education Model.
The ICEED model was inspired by both the academic literature and the first study of this thesis, in which 15 University students were interviewed regarding the influences of their gaming practices. Later the model was operationalised in a course named Reflective Gaming Course (RGC), which addresses a series of positive and negative influences of gaming according to the ICEED model. Using a Design Based Research methodological framework, the course was implemented, evaluated and improved as an extracurricular course for adolescents in a secondary school and then in a college, in the second and third study of this thesis.
The contributions of the thesis can be divided into four sections. The first is the ICEED Game Education Model, which offers a novel and useful conceptual understanding of what game education can be, hence expanding the possibilities of how game education is conceived. The second section is the Reflective Gaming Course, which is a concrete course plan that can be reproduced or adapted by researchers or practitioners. This course was improved through two implementations, and it was found to be a useful and promising practice. By providing accounts of the course, the process involved, the outcomes achieved, the successes and failures, it is hoped to provide detailed information to inform future projects. The third section is a discussion of the findings with regard to the difficulty of transforming the academic literature on the influences of gaming into useful content for players. This highlights a limitation on the part of research in this area, which often overlooks the potential of its claims to inform players and encourage them to improve their gaming practices. The fourth section concerns knowledge about players’ perspectives about the influences of their gaming practices, complementing other similar studies. In the perspective of participants, some of the topics were perceived as more important (e.g. tangential learning, cognitive gains, excessive gaming) others less so (e.g. connections with school, aggression, stereotypes). Their perspectives also illustrate the recurring absence of opportunities in which players can problematize their perspectives on the influences of gaming.

O objetivo da pesquisa descrita aqui é o de buscar colaborar no letramento digital das crianças e dos professores das escolas envolvidas no projeto. Para que haja letramento digital é preciso haver apropriação de habilidades para que o indivíduo participe de práticas sociais que envolvem diferentes linguagens e formas de se comunicar, expressar sentimentos, idéias e experiências nos ambientes virtuais. A metodologia de pesquisa é feita através de oficinas de criação de games nas escolas. Neste artigo descrevemos e analisamos os resultados de oficinas de produção de jogos eletrônicos em duas escolas de contextos diferentes. Concluímos que as diferenças de letramento digital se originam tanto pelo repertório sociocultural e familiaridade com as mídias digitais, como nas predisposições dos atores e suas diferentes condições materiais.

Resumo Este artigo propõe uma forma de interpretar o conceito de letramento eletrolúdico, sendo este a consequência de uma educação eletrolúdica, e esta, parte de uma proposta mais ampla de mídia-educação. Esta proposta considera que as pesquisas e discussões sobre as possíveis consequências de jogar jogos digitais, como por exemplo aprender através dos erros, aumento da atenção, ou aumento e agressividade, devem ser problematizadas no espaço escolar. Educação eletrolúdica deve, ainda, envolver os jogos digitais que os jogadores-educandos jogam de fato, para possibilitar que eles desenvolvam um processo ativo de jogar consciente, em que eles sejam preparados para ter uma prática mais proveitosa no contexto de seu entretenimento. Utilizando contribuições de Paulo Freire para a concepção do educando e do currículo, esta proposta conceitual objetiva inspirar futuras pesquisas empíricas em diversos contextos escolares que possam preparar o jogador-educando para mudar sua prática de joga...

This thesis describes the development, implementation and evaluation of a model of game education, here understood as the process of educating about digital games. The pivotal characteristic of this model is in placing the claimed influences of gaming (e.g. cognitive gains, increase of aggression) at the centre of the content to be learnt. It is based on five principles, namely, that game education can be Informative, Critical, Empowering, Emancipatory, and Dialogic, hence the ICEED Game Education Model. The ICEED model was inspired by both the academic literature and the first study of this thesis, in which 15 University students were interviewed regarding the influences of their gaming practices. Later the model was operationalised in a course named Reflective Gaming Course (RGC), which addresses a series of positive and negative influences of gaming according to the ICEED model. Using a Design Based Research methodological framework, the course was implemented, evaluated and impr...

This paper presents findings about player preferences regarding characteristics of gaming experiences. It describes a quantitative investigation employing a survey with 27 items as a basis to categorise players in profiles, and it shows how the fun factors represented by the survey items relate to each other. The survey was applied to 634 students in Florianópolis (Brazil). A factorial analysis method was used to understand how the fun factors are associated with one other in the players’ opinions, and it generated six dimensions of fun, every one of which can be described as a way to have fun: (1) Improvement, (2) Distinction, (3) Immersion, (4) Decoration, (5) Empathy, and (6) Grotesque. A cluster analysis method was used to divide players into eight profiles, every one of which describes the preferences of a group of players who declared to have fun with similar aspects. The profiles were named as: (1) Competitive and Enthusiastic; (2) Competitive and Selfish; (3) Competitive and Overcoming; (4) Immersed in the Beauty; (5) Immersed and Selfish; (6) Distracted and Uninterested; (7) Quitters; and, (8) Friendly and Overcoming. The results are a useful source to reflect on game design and fun, and to consider topics such as violence, verisimilitude, distraction, socialization, as well as the multiplicity of modes of engagement with digital game.

Os jogos digitais são objetos relativamente novos na história das infâncias, e podem ser compreendidos através de diversos olhares. Neste artigo levantamos quatro reflexões sobre os jogos digitais e crianças a partir de uma visão alinhada com a sociologia da infância. A primeira reflexão diz respeito ao  estigma que recai sobre os jogos digitais por sua associação com o universo infantil, por meio de uma visão  adultocêntrico. A segunda descreve os jogos digitais como molduras para o brincar da criança, e consequentemente influenciadoras das formas com as quais as crianças aprendem e se inserem no universo cultural mais amplo. Discutimos, nesse contexto, não apenas as possibilidades dos jogos digitais influenciarem as crianças, mas também as possibilidades delas contestarem e construírem seus significados, interagindo ativamente com esses elementos culturais. A terceira problematiza a noção de geração game, destacando a heterogeneidade das gerações. A quarta ressalta a importância d...

""This article describes the results of a study about the electronic games educational possibilities through classroom experience where children play and create narratives. The paper analyzes some field observations made with LinCity-NG, a simulation game for Linux, in an english class, in the sixth grade in a public school of Florianópolis. The study concluded that even with the language and complexity difficulties of the game, the practice may be beneficial; by the reached achievements of the course or because it causes the children to have contact with the computers, collaborative behavior and motivated learning. However, the active role of teacher is necessary, she needs not only to study the game but to learn how to play it, so she can help the children to take advantage of the electronic games in the pedagogical practice. Keywords: Electronic games. Simulation. Education. Free Software. Narratives. LinCity-NG. ""

RESUMO Os jogos digitais são objetos relativamente novos na história das infâncias e podem ser compreendidos através de diversos olhares. Neste artigo, levantamos quatro reflexões sobre os jogos digitais e crianças a partir de uma visão alinhada com a sociologia da infância. A primeira diz respeito ao estigma que recai sobre os jogos digitais por sua associação com o universo infantil por meio de uma visão adultocêntrica. A segunda descreve os jogos digitais como molduras para o brincar, consequentemente influenciadoras das formas com as quais as crianças aprendem e se inserem no universo cultural mais amplo. Discutimos, nesse contexto, não apenas as possibilidades dos jogos digitais influenciarem as crianças, mas também de contestarem e reconstruírem seus significados, interagindo ativamente com esses elementos culturais. A terceira problematiza a noção de geração game, destacando a heterogeneidade das gerações. A quarta ressalta a importância dos estudos acadêmicos escutarem mais as vozes das crianças ao se discutir as relações dos jogos digitais com as infâncias. As reflexões do texto têm o objetivo de enriquecer as discussões tanto nos campos de estudo dos jogos digitais quanto no das infâncias, levantando aspectos que merecem ser pensados com mais profundidade e problematizando o papel do adulto nas relações das crianças com os jogos digitais. PALAVRAS-CHAVE: Jogos digitais. Sociologia da infância. Brincar. Criança. Adultocentrismo.
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ABSTRACT Digital games are considerably new artifacts in the history of childhood and they can be understood from various perspectives. In this article, we reflect on digital games and children from the perspective of the sociology of childhood. The first reflection encompasses the stigma suffered by digital gamers due to the symbolic relation between games and children, mediated by an adultcentric view. The second describes digital games as framing structures for play, consequently influencing the ways children are initiated in their culture. We discuss, thus, not only the potential influences of digital gaming, but also children's possibilities to transgress and construct their own meanings, actively interacting with those cultural artifacts. The third problematizes the notion of 'game generation', highlighting the heterogeneity of each generation. The fourth emphasises the importance of listening to children's voices in academic research when games and childhood are addressed. The reflections aim to enrich the academic discussions, both in the field of digital games and in the field of childhood, raising elements which deserve further and deeper attention and problematizing the role of adults in the relations between children and digital games.

Existe uma crescente pressão para que profissionais do entretenimento – incluindo jogos – consigam refletir sobre as representações midiáticas de raça, gênero e orientação sexual de forma socialmente responsável. O presente artigo relata a experiência de desenvolver o jogo Trevo, um jogo digital infantil, em um mundo de fantasia que aborda a temática da luta contra a discriminação de gênero, raça e orientação sexual. O objetivo é descrever e problematizar as decisões e dilemas encontrados, visando a auxiliar outros profissionais da indústria a tomarem decisões ética e comercialmente coerentes. Os principais temas abordados no presente estudo são: o uso de metáforas para evocar a reflexão crítica sobre a realidade do jogador; a escolha dos atributos de cada personagem, contrastando-os com os estereótipos nocivos aos grupos representados; a decisão sobre representar a luta contra as formas de opressão como parte da narrativa que acompanha as personagens; os riscos do apagamento de personagens com características consideradas caricatas; a importância de criar outras narrativas para personagens, além daquelas derivadas de seus marcadores de gênero, raça, classe social, entre outros fatores, bem como a representação das formas de libertação de sujeitos marginalizados.
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There is a growing demand for entertainment professionals – games included – to be able to reflect on media representations of race, gender and sexual orientation in a socially responsible manner. The present article describes the experience of developing the game Trevo, a digital game for children in a fantasy world, which addresses the theme of resisting discrimination regarding gender, sexual orientation and race. The objective was to describe and problematize the decisions and dilemmas in order to support professionals in more socially responsible decision making. The main points raised are: the use of metaphors
to support critical reflection from the player, the choices regarding attributes of each character in order to fight damaging stereotypes, the choices regarding how the resistance against oppression would be represented as part of each character, the risk of ignoring character traits which can be considered recurrent, the relevance of expanding the narrative focus beyond their gender and racial traits, and the ways how the liberation of oppressed people may be represented.

Este artigo propõe uma forma de interpretar o conceito de letramento eletrolúdico, sendo este a consequência de uma educação eletrolúdica, e esta, parte de uma proposta mais ampla de mídiaeducação. Esta proposta considera que as pesquisas e discussões sobre as possíveis consequências de jogar jogos digitais, como por exemplo aprender através dos erros, aumento da atenção, ou aumento e agressividade, devem ser problematizadas no espaço escolar. Educação eletrolúdica deve, ainda, envolver os jogos digitais que os jogadores-educandos jogam de fato, para possibilitar que eles desenvolvam um processo ativo de jogar consciente, em que eles sejam preparados para ter uma prática mais proveitosa no contexto de seu entretenimento. Utilizando contribuições de Paulo Freire para a concepção do educando e do currículo, esta proposta conceitual objetiva inspirar futuras pesquisas empíricas em diversos contextos escolares que possam preparar o jogador-educando para mudar sua prática de jogar digital de acordo com sua vontade e de forma consciente. Considera-se que os jogos digitais exigem uma abordagem pedagógica própria que seja uma ponte entre os estudos sobre os efeitos do jogar digital e o jogador-educando, permitindo que ele se torne um agente das consequências do próprio jogar.
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This paper proposes an understanding of the concept of [digital] game literacy, considering it the consequence of [digital] game education, which is part of a broader media education field. This proposal considers that research and discussions in regard to the potential consequences of gaming  –  e.g. to learn through mistakes, improvement of attention, or aggression  –  should be problematized in the school environment. Gaming education should also involve the digital games which are actually played by the learners in order to enable them to develop an active process of reflective play, in which s/he is prepared to engage in a more worthwhile practice in the entertainment context. With contributions of Paulo Freire to the conception of learner and curriculum, this conceptual proposal aims to inspire future empirical research in diverse school contexts which may prepare the players-learners to change his/her gaming practice accordingly to his/her will, and with mindfulness. It is considered that digital games require a especial pedagogical approach which may be a bridge between the studies of gaming effects and the player-learner, allowing him/her to become an agent of the consequences of his/her own practice.

Resumo-As grandes produções da indústria dos jogos digitais exige grandes equipes interdisciplinares, e as funções de cada profissional tendem a ser mais específicas conforme a dimensão do projeto aumenta. Uma das funções entre os artistas é a dos modeladores de ambientes tridimensionais, ou environment artists. Nesse contexto, é um desafio para a academia compreender e dialogar com a indústria, de forma a aproximar os discursos sobre os jogos de sua produção. Este artigo trata de investigar as demandas e critérios para contratação de environment artists nos Estados Unidos e Canadá, analisando e refletindo sobre os aspectos mais cobrados dentro da área de environment art. O objetivo do estudo é compreender as demandas de forma a refletir criticamente sobre esse setor da indústria e auxiliar jovens profissionais a planejar suas carreiras como environment artists. Os resultados obtidos a partir da análise de 31 vagas de emprego, de Environment Artists, nos Estados Unidos e Canadá demonstram o quanto essa profissão pode ser multidisciplinar, necessitando de profissionais que tenham mais do que somente alto conhecimento técnico. Palavras-chaves: environment artist; modelagem 3D; jogos digitais; cenários.

Resumo-A proposta deste artigo é mapear e gerar uma taxonomia quanto à relação entre mecânicas de jogos digitais e viagem no tempo. Para o mesmo, vinte e cinco jogos que possuem viagem no tempo em sua temática foram analisados com base em cinco critérios: gênero do jogo, funcionamento da viagem no tempo dentro de sua ficção, função da viagem no tempo dentro do enredo, o funcionamento da viagem no tempo como mecânica do jogo e a integração da mecânica de viagem no tempo com o restante das mecânicas. Cada um dos critérios gerou subcategorias, nas quais os jogos foram agrupados e, a partir da observação das mesmas, foram feitos os modelos da taxonomia. Os modelos foram separados em quatro grupos que sugerem aspectos da utilização da viagem no tempo em jogos: uso (quanto a viagem no tempo afeta a narrativa do jogo), linha do tempo (qual o funcionamento da linha temporal e como é afetada pelas viagens temporais), efeito (o que é afetado pela viagem no tempo) e ativação (como o jogador ativa a viagem no tempo). Por fim esses modelos foram mais uma vez observados e, então, foram criados os modelos finais, agrupando a maior quantidade de jogos a partir de suas propriedades em comum. Esses foram: Teletransporte temporal, Narrativa linear multi-temporal, Ação com viagem no tempo, Distorção temporal e Enigma temporal.

Palavras-chave-Design de jogos; Fantasia; Ficção científica; Jogabilidade; Taxonomia

Abstract-This article proposal is to map and generate a taxonomy around the relation between videogame mechanics and time travel. Therefore, twenty five games which had time travel as its thematic were analyzed based on five criteria: game genre, time travel behaviour within its fiction, time travel function within the plot, time travel behaviour as game mechanics and the integration of the time travel mechanics and the other mechanics. Each one of the criteria has created subcategories in which the games have been grouped on, and from their observation the models of the taxonomy were made. The models were separated into four groups, those which suggests aspects of the time travel usage in videogames: use (how time travel affects the narrative), timeline (how the timeline works and how it's affected by time travel), effect (what is affected by time travel) and activation (how the player can activate time travel). Ultimately, these models were once more observed, and then the final models were made, by grouping the largest amount of games from their common properties. Those were: Time teleport, Multi-temporal linear narrative, Action with time travel, Time distortion and Time puzzle.

The Reflective Gaming Course was developed to support young people’s reflections on the potential positive and negative effects of playing games, and thus support more informed and reflective gaming practices. The course was empirically investigated in UK secondary schools, and a commented version of the course was discussed in this workshop. Attendees were presented with some aspects of gaming: tangential learning, cognitive gains, problem solving skills, and stereotyped representations of race and gender. They were invited to reflect on whether and how these aspects relate to their own gaming practices. They also heard about how the topics and activities were perceived by young people in the previous empirical studies in schools, such as how young people reacted, their prior perspectives, etc. The workshop concluded with reflections about the potentials of this game education proposal and opened the discussion for attendees’perspectives.

Digital games, as other technologies, are evaluated as monsters or heroes from different esearchers. Such effects are not caused by digital games per se, but by the interaction between player and digital game. The objective of media education is to improve this interaction, what is also described as developing media literacy, and in the specific case of digital games, game literacy. This paper proposes a new concept of game literacy in order to inspire an alternative game education practice within media education programmes. Using the media education and game literacy literature as a basis, we integrated the work of the critical pedagogue Paulo Freire (1970/2012) and game studies that claim both positive (e.g. system thinking, problem solving) and negative (e.g. addictive behaviour, violent affection) effects of gaming. Seven characteristics shape the proposal: (i) The work of Paulo Freire emphasises criticality, rather than previous studies that proposed an emphasis on creative, cultural or protective approaches to media. (ii) The inclusion of the potential negative effects of digital games that are pointed by researchers in classroom discussions, considering that criticality towards the negative effects may minimize them. (iii) The inclusion of positive usage of digital games claimed by researchers, considering that developing agency and criticality towards the positive potential may support learners to reach them. (iv) Regarding positive and negative effects, the proposal considers the agency of learners to understand, judge and act on their own game habits, rather than imposing gaming rules or values. (v) The curriculum is created in a dialogic process; meaning that both educationists and students collaborate on defining the relevant themes. (vi) The educational practice involves learners’ experiences with digital games, in order to enable them to transfer their criticality to their actual practice. (vii) Methodologically, the teaching method is based on coded learning objects that are decoded by learners in a process of problematization, that leads to experimentation in gaming habits and, possibly, change.