Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia

Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia

Cezarotto, Matheus A.; Battaiola, André L.

Artigo completo:

This study focusses on the motivational aspects of children with dyscalculia when interacting with educational digital games. The literature shows that educational digital games have been used by researchers and professionals as an intervention for children with dyscalculia. Literature also demonstrates a limitation in the researches as regards these users experience with games. This study focusses on the game character since there is evidence that this element plays a role in promoting learners’ motivation in educational games. The goal of this study is to verify with children having dyscalculia, their preference regarding the game character and explore how it contributes to increasing the motivational element in the gameplay. The study has made use of two methods: literature review, and experimental game design. The literature review investigates the dramatic game elements. For user verification, this study used the experimental game design. Four Brazilian children with dyscalculia played a math game prototyped for this research. As a result, this study identified a set of player’s preferences regarding the game character. Therefore, it offers valuable methodological information regarding the qualitative data gathering process with children, in the context of games.

This study focusses on the motivational aspects of children with dyscalculia when interacting with educational digital games. The literature shows that educational digital games have been used by researchers and professionals as an intervention for children with dyscalculia. Literature also demonstrates a limitation in the researches as regards these users experience with games. This study focusses on the game character since there is evidence that this element plays a role in promoting learners’ motivation in educational games. The goal of this study is to verify with children having dyscalculia, their preference regarding the game character and explore how it contributes to increasing the motivational element in the gameplay. The study has made use of two methods: literature review, and experimental game design. The literature review investigates the dramatic game elements. For user verification, this study used the experimental game design. Four Brazilian children with dyscalculia played a math game prototyped for this research. As a result, this study identified a set of player’s preferences regarding the game character. Therefore, it offers valuable methodological information regarding the qualitative data gathering process with children, in the context of games.

Palavras-chave:

DOI: 10.5151/9cidi-congic-4.0027

Referências bibliográficas

• [1] Cezarotto, M. A. & Battaiola, A. L. 2016. Game Design Recommendations focusing on children with developmental dyscalculia. In: Zaphiris, Panayiotis, Ioannou, Andri. (Org.). Learning and collaboration technologies. Switzerland: Springer International Publishing, v. 9753, p. 463-473.
• [2] Chamberlin, B., Trespalacios, J., & Gallagher, R. 2012. The learning games design model: immersion, collaboration, and outcomes-driven development. International Journal of Game Based Learning (IJGBL), v. 2(3), p. 87-110.
• [3] Clua, E. W. G. & Bittencourt, J. R. 2004. Uma nova concepção para a criação de jogos educativos. In: Brazilian Symposium on Computers in Education, v. 36, Proceedings of SBIE. Maranhão.
• [4] Dickey, M. D. 2015. Aesthetics and design for game-based learning. New York: Routledge, 2015.
• [5] Fortes, I. S., Paula, C. S., Oliveira, M. C., Bordin, I. A., Jesus Mari, J., & Rohde, L. A. 2016. A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. European Child & Adolescent Psychiatry, v. 25, p.195-207.
• [6] Fullerton, T., Swain, C., & Hoffman, S. 2004. Game design workshop: Designing, prototyping, & playtesting games. 2.ed. USA: Elsevier.
• [7] Gomides, M. R. A. 2016. Aprendizagem dos fatos aritméticos: implicações teóricas e práticas. 2016. 67p. Thesis (Masters in neuroscience) – Federal University of Minas Gerais, Belo Horizonte.
• [8] Käser, T. et al. 2013. Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition. Frontiers in psychology, v. 4, p. 1-13.
• [9] Kaufmann, L. & Von Aster, M. 2012. The diagnosis and management of dyscalculia. Deutsches Arzteblatt International, v. 109, n. 45, p. 767-78.
• [10] Mayer, R. E. 2014. Computer games for learning: An evidence-based approach. London, England: MIT Press.
• [11] Mohseni, M.R, Liebold, B., & Pietschman, D. Extensive modding for experimental game research. In: LANKOSKI, P.; BJÖRK, S. (Ed.). Game research methods: an overview. Pittsburgh: Etc Press, 2015. p. 323-340.
• [12] Ninaus, M., Moeller, K., McMullen, J., & Kiili, K. 2017. Acceptance of Game-Based Learning and Intrinsic Motivation as Predictors for Learning Success and Flow Experience. International Journal of Serious Games, v. 4 (3), p.15-30.
• [13] Rieber, L. P. 1996. Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational technology research and development. v. 44, n. 2, p. 43-58.
• [14] Santos, F. H.; Kikuchi, R. S.; Ribeiro, F. S. 2009. Atualidade em discalculia do desenvolvimento. In: Montiel, J. M.; Capovilla, F. C (Org.). Atualização em transtornos de aprendizagem. São Paulo: Artes Médicas, 2009. p. 37-55.
• [15] Tobias, S., Fletcher, J. D., Bediou, B., Wind, A. P., & Chen, F. 2014. Multimedia learning from computer games. In Mayer, R. E. (Ed.) The Cambridge handbook of multimedia learning, 2.ed., New York, NY: Cambridge University Press, p. 762–784.
• [16] Waern, A. & Back, J. Experimental game design. In: LANKOSKI, P.; BJÖRK, S. (Ed.). 2015. Game research methods: an overview. Pittsburgh: Etc Press, 2015. p. 341-353
• [17] Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L., & Dehaene, S. 2006. An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia. Behavioral and brain functions, v. 2(1), p. 1-16.
• [18] Winn, B. 2008. The design, play, and experience framework. In: Ferdig, R. E. (Ed.) Handbook of research on effective electronic gaming in education, p. 1010-1024.

Como citar:

Cezarotto, Matheus A.; Battaiola, André L.; "Player’s preferences for characters in educational digital games: a study focusing on children with dyscalculia", p-1523-1533. In: Anais do 9º CIDI | Congresso Internacional de Design da Informação, edição 2019 e do 9º CONGIC | Congresso Nacional de Iniciação Científica em Design da Informação. São Paulo: Blucher, 2019.
ISSN 23186968, DOI 10.5151/9cidi-congic-4.0027