Serious games: objetos de aprendizagem para o ensino superior

Abstract

This dissertation explores relationships among learning objects, digital games, simulations, and virtual worlds. The research involves a literature review, search in repositories of learning objects, and analysis of selected objects. The research objective is to propose guidelines for the production of serious games (or digital games used in education) as learning objects. Although the use of games have already been incorporated into education, there are few reports in the literature on the patterns of development and storage needed for games to be used as learning objects. The need to reuse of games in education, its appropriate classification in repositories and integration learning environments justifies this research. After a brief reflection on the use of technologies in education, based on Behrens, Masetto, Moran, and Prensky, the text discusses technical and pedagogical aspects that characterize learning objects and their repositories, following Mussoi, Flowers, Behar, Lima, Alonso, Silva, and Maciel, besides the analysis of some examples. Then from Alves, Backes, Mattar and Schlemmer, we analyze characteristics and examples of digital games, simulations and virtual worlds used in education. Finally, from authors who have similar concerns as this research, as Dunwell, Hendirx, and Protopsaltis, we propose best practices for developing serious games as learning objects, involving reuse, adaptability, integration to virtual learning environments, and metadata use. The research concludes that, to be considered as learning objects and thus to be readily reused and integrated into virtual environments for learning, serious games must comply with classification standards for metadata