EcoTrashers: Un Juego Serio para Mejorar la Conciencia sobre el Reciclaje y la Educación Ambiental

Arthur Valladares Hernandez Giacummo; Leonardo Borim Silva; Valéria Farinazzo Martins

doi:10.65234/interaccion.114

Autores/as

Arthur Valladares Hernandez Giacummo Faculdade de Computação e Informática, Universidade Presbiteriana Mackenzie São Paulo https://orcid.org/0009-0005-8571-9747
Leonardo Borim Silva Faculdade de Computação e Informática, Universidade Presbiteriana Mackenzie São Paulo https://orcid.org/0009-0001-5952-4103
Valéria Farinazzo Martins Programa de Pós-Graduação em Computação Aplicada, Universidade Presbiteriana Mackenzie São Paulo https://orcid.org/0000-0002-5058-6017

DOI:

https://doi.org/10.65234/interaccion.114

Palabras clave:

Juegos serios, Concienciación ambiental, Reciclaje, Aprendizaje Basado en Problemas (PBL)

Resumen

Los juegos serios han evolucionado más allá del entretenimiento para convertirse en herramientas poderosas de compromiso social, aprendizaje y abordaje de cuestiones críticas. Este artículo explora la integración de los juegos serios con la educación ambiental, enfocándose en la concienciación sobre el reciclaje y la promoción de prácticas sostenibles. El proyecto desarrolló un juego serio, "EcoTrashers", con el objetivo de educar a los niños sobre cuestiones ambientales, particularmente el reciclaje. El juego fue diseñado siguiendo un enfoque de Aprendizaje Basado en Problemas (ABP), y su desarrollo abarcó todas las fases del ciclo de vida de sistemas interactivos. Aunque el juego no pudo ser probado con niños, fue evaluado con éxito por expertos en usabilidad, alcanzando una puntuación promedio de 4.04 sobre 5. Los resultados destacan el potencial de los juegos serios para aumentar la conciencia ambiental y fomentar comportamientos sostenibles, especialmente entre el público joven.

Referencias

Blumberg, M. F. C., Burke, L. C., Hodent, P. C., Evans, M. A., Lane, H. C., & Schell, J. (2014). Serious games for health: Features, challenges, next steps. Games for Health: Research, Development, and Clinical Applications, 3(5), 270-276. DOI: https://doi.org/10.1089/g4h.2014.0079

Colloca, N. A. M. S., Silva, L. M. A., Martinês, A. R., & Albino, J. P. (2018, October). Jogos sérios na educação: Importância e desafios. In VII JORNACITEC - Jornada Científica e Tecnológica.

Constantinou, C. S., & Nicolaou, S. A. (2018). Motivation, challenges, support (MCS) cycle model for the development of PBL tutors. Qualitative Research in Education, 7(1), 1-35. http://dx.doi.org/10.17583/qre.2018.3064 DOI: https://doi.org/10.17583/qre.2018.3064

Correa, A. G. D., & Martins, V. F. (2014). Methodology applied problem-based learning in teaching HCI: A case study in usability evaluation of an online course Metodologia de Aprendizagem Baseada em Problema Aplicada no Ensino de IHC: Estudo de caso na avaliação de usabilidade de um curso online. DOI: https://doi.org/10.1109/CISTI.2014.6877009

da Rocha, R. V., Bittencourt, I. I., & Isotani, S. (2015). Análise, projeto, desenvolvimento e avaliação de jogos sérios e afins: uma revisão de desafios e oportunidades. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), 26(1), 692. DOI: https://doi.org/10.5753/cbie.sbie.2015.692

Dix, A., et al. (2004). Human-computer interaction (3rd ed.). Pearson Education.

Dunlap, R. E., & Van Liere, K. D. (2008). The "new environmental paradigm." The Journal of Environmental Education, 40(1), 19-28. DOI: https://doi.org/10.3200/JOEE.40.1.19-28

Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. American Psychologist, 69(1), 66. DOI: https://doi.org/10.1037/a0034857

Hammady, R., & Arnab, S. (2022). Serious gaming for behaviour change: A systematic review. Information, 13(3). DOI: https://doi.org/10.3390/info13030142

Hewett, T., et al. (1992). ACM SIGCHI curricula for human-computer interaction (Technical report). ACM Press. DOI: https://doi.org/10.1145/2594128

Houghton, E., Aston, H., Featherstone, G., & Perrotta, C. (2013). Game-based learning: Latest evidence and future directions. Slough: NFER (NFER Research Programme: Innovation in Education).

Hung, W. (2016). All PBL starts here: The problem. Interdisciplinary Journal of Problem-Based Learning, 10(2). https://doi.org/10.7771/1541-5015.1604 DOI: https://doi.org/10.7771/1541-5015.1604

Ishoj-Paris, Y., Gravel-Villeneuve, A., Vermette-David, F., Dixon-Sequeira, L., Dicaire, M., Morin-Grandmont, M., & Côté, G. (2021). AXO: A video game that encourages recycling to preteens. In Extended Abstracts of the 2021 Annual Symposium on Computer-Human Interaction in Play (pp. 350-355). DOI: https://doi.org/10.1145/3450337.3483506

Johnson, D., Horton, E., Mulcahy, R., & Foth, M. (2017). Gamification and serious games within the domain of domestic energy consumption: A systematic review. Renewable and Sustainable Energy Reviews, 73, 249-264. DOI: https://doi.org/10.1016/j.rser.2017.01.134

Li, T., Yue, X. G., Qin, M., & Norena-Chavez, D. (2024). Towards Paris Climate agreement goals: The essential role of green finance and green technology. Energy Economics, 129, 107273. DOI: https://doi.org/10.1016/j.eneco.2023.107273

Li, T., & Li, H. -J. (2022). Development and exploration of serious games for anti-bullying education: The experience of developing the software of anti-bullying serious games. In 2022 3rd International Conference on Education, Knowledge and Information Management (ICEKIM), Harbin, China, pp. 376-380. https://doi.org/10.1109/ICEKIM55072.2022.00091 DOI: https://doi.org/10.1109/ICEKIM55072.2022.00091

Martins, V. F., CADLH, A., Silveira, I. F., & Eliseo, M. A. (2019). Problem-based learning applied to the development of accessible serious games Problem-Based Learning aplicado ao desenvolvimento de jogos sérios acessíveis.

Panagiotopoulou, L., Cía Gayarre, N., Scurati, G. W., Etzi, R., Massetti, G., Gallace, A., & Ferrise, F. (2021). Design of a serious game for children to raise awareness on plastic pollution and promoting pro-environmental behaviors. ASME Journal of Computing and Information Science in Engineering, 21(6), 064502. https://doi.org/10.1115/1.4050291 DOI: https://doi.org/10.1115/1.4050291

Pasinetti, N. J., Alvarado, Y., Fernández, J., Guerrero, R., & Rodríguez, G. (2015). A serious game about recycling rules. [s.l: s.n.]

Pletsch, M., Souza, F., & Orleans, L. A. (2017). A diferenciação curricular e o desenho universal na aprendizagem como princípios para a inclusão escolar. Revista Educação e Cultura Contemporânea, América do Norte, 1416. DOI: https://doi.org/10.5935/2238-1279.20170014

Rahimabad, R. M., & Rezvani, M. H. (2020). Identifying factors affecting the immersion and concentration of players in serious games. In 2020 International Serious Games Symposium (ISGS), Tehran, Iran, pp. 61-67. https://doi.org/10.1109/ISGS51981.2020.9375239 DOI: https://doi.org/10.1109/ISGS51981.2020.9375239

S. N. Awang Noh, H. Mohamed, & N. A. Mat Zin. (2021). The effects of serious games on students' higher-order thinking skills in science education. In 2021 International Conference on Electrical Engineering and Informatics (ICEEI), Kuala Terengganu, Malaysia, pp. 1-5. https://doi.org/10.1109/ICEEI52609.2021.9611147 DOI: https://doi.org/10.1109/ICEEI52609.2021.9611147

Shahidi, M., Akhavian, R. R., & Sharifi, F. (2023). Analyzing the challenges of commercializing serious games in the field of health (A Case Study of Games Submitted in 2017-2022 in the Serious Games Festival: SEGAP). In 2023 International Serious Games Symposium (ISGS), Tehran, Iran, Islamic Republic of, pp. 1-6. https://doi.org/10.1109/ISGS61252.2023.10559673 DOI: https://doi.org/10.1109/ISGS61252.2023.10559673

Sommerville, I. (2011). Software engineering (9th ed.). Pearson Education India.

Tolentino, G. P., Battaglini, C., Pereira, A. C. V., de Oliveira, R. J., & de Paula, M. G. M. (2011). Usability of serious games for health. In 2011 Third International Conference on Games and Virtual Worlds for Serious Applications (pp. 172-175). IEEE. DOI: https://doi.org/10.1109/VS-GAMES.2011.33

UNEP. (2021). Programme Performance Report. [s.l: s.n.]

Valenza, M. V., Hounsell, S., & Gasparini, I. (2018, November). Guidelines para game design de jogos sérios para crianças. In Brazilian Symposium on Games and Digital Enterntainement.

Valle, P. H. D., Vilela, R. F., Parreira Junior, P. A., & Inocencio, C. G. (2013). Hedegheurísticas para avaliação de jogos educacionais digitais. Nuevas Ideas en Informática Educativa TISE.

Wells, N. M. (2000). At home with nature: Effects of ‘greenness’ on children’s cognitive functioning. Environment and Behavior, 32(6), 775-795. DOI: https://doi.org/10.1177/00139160021972793

World Bank. (2018). What a Waste 2.0: A Global Snapshot of Solid Waste Management to 2050. Washington, DC: World Bank Group