Critérios de seleção de jogos digitais para o professor de ensino fundamental

Abstract

Digital games are part of our daily life, culture and society, therefore it’s a media that has been the focus of researchers over the years. Thus, many areas were interested in researching and understanding this phenomenon of games in each context, which one of them was Education. When we think about how games work in teaching and learning, we can understand that the teacher and the student are key points in this equation. Therefore, the objective of this research was to develop and validate the criteria for selecting digital games by Elementary School (ES) teachers, more specifically from 1st to 9th grade, helping them to include digital games in their planning, in order to adopt and incorporate them into the classroom. An artifact was developed and validated with the research public, with the aim of helping and being a guide for the teacher in this choice process, which we understand to be part of one of the initial steps for incorporating digital games into teaching. The methodology used had Design Science Research as its central figure, more specifically the evaluation with Scenarios to legitimize the artifact, and Design Thinking was also used as a method for creating, developing and evaluating the artifact prototype, to improve it and make it robust. Among the main findings of the research, we can mention that ES teachers agreed with the listed categories and criteria, making inferences that were used to improve the artifact. Another fact was that there weren't changes in the categories, however there were some in the criteria, making the artifact closer to the reality experienced by these teachers. In this way, a final artifact is presented, ready to be implemented and tested in other spaces and places, in order to improve it so that the teacher can use it and take the first step into the universe of digital games and their context in the classroom.