Game mechanics for storytelling to support students with dyslexia: teachers and students’ perspectives
DOI:
https://doi.org/10.22481/praxisedu.v17i45.8345Keywords:
Gamified storytelling, Game mechanics, Learners with dyslexiaAbstract
This paper presents the development and testing process of a gamified storytelling tool aimed to support students with dyslexia. Motivation, engagement and learning were the domains measured from the students and teachers’ perspectives, considering their feedback gathered with scales and opened interviews. Interviews were registered in audio after testing of the prototype, transcribed and analysed using the content analysis technique, and scales were also applied after testing. The design process of the gamified prototype is presented, highlighting its framework, design principles and game strategies. The main findings show that the game design elements applied to the prototype contributed to the motivation and engagement of the students and also provide indications of learning outcomes.
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MARQUES, D. A. O Jogo no Desenvolvimento da Criança Disléxica. Dissertação de Mestrado em Ciências da Educação na Especialização em Educação Especial: Domínio Cognitivo e Motor. Escola Superior de Educação João de Deus, Lisboa, 2014.
MUNTEAN, C. Raising engagement in e-learning through gamification. In: Anais […], Bucharest, 2011, p. 323-329. Disponível em: https://www.academia.edu/36387149/Raising_engagement_in_e_learning_through_gamification. Acesso em 14 de mai. 2018.
RELLO, L.; BALLESTEROS, M.; ALI, A.; SERRA, M.; SÁNCHEZ, D.; BIGHAM, J. Dytective: Diagnosing Risk of Dyslexia with a Game, 2016. https://doi: 10.1145/1235. Acesso em 20 de abr. 2019.
RELLO, L., BAYARRI, C.; GORRIZ, A. What is Wrong with this Word? Dyseggxia: A Game for Children with Dyslexia Categories and Subject Descriptors. In Anais […].,6–7. Disponível em:
http://www.luzrello.com/Piruletras_(Dyseggxia)_files/assets2012dyseggxia.pdf. Acesso em: 6 jun. 2018.
ROMINUS, M.; EKLUND, K.; PESU, L.; LYYTINEN, H. (Supporting struggling readers with digital game-based learning. In: Education Tech Research Dev, 67, 639–663, 2019. https://doi.org/10.1007/s11423-019-09658-3. Acesso em 12 de nov. 2019.
SAILER, J.; HENSE, H.; MANDL, H.; KLEVERS, M. Psychological Perspectives on Motivation through Gamification. In: Interaction Design and Architecture(s) Journal, n. 19, p. 28-37, 2013. Disponível em: https://core.ac.uk/download/pdf/26951671.pdf. Acesso em 13 de dez. 2020.
SAPUTRA, M. LexiPal: Design, Implementation and Evaluation of Gamification on Learning Application for Dyslexia. In: International Journal of Computer Applications, n. 131, v. 7, p. 0975-8887, 2015. Doi: https:// 10.5120/ijca2015907416. Acesso em 13 de dez. 2020.
SCHEER, A.; NOWESKI, C.; MEINEL, C. Transforming Constructivist Learning into Acion: Design Thinking in Education. In: Design and Technology Education: An International Journal, n. 17, v. 3, p. 8-12, 2012. Disponível em: https://files.eric.ed.gov/fulltext/EJ996067.pdf. Acesso em: 6 jun. 2018.
SCHIMITZ, B., KLEMKE, R., SPECHT, M. Effects of mobile gamifying patterns on learning outcomes: A literature review. In: Int. J. Technology Enhanced Learning, n. 4, v. 5/6, p. 345-358, 2012. Doi: https:// 10.1504/IJTEL.2012.051817. Acesso em 6 jun. 2018.
SIMÕES, J., REDONDO, R., VILAS, A. Using Flow as a Measurement of Students engagement in a Gamified Social Learning Environment. In: Anais do ICERI 2015, Sevilha, 2015., p. 0291-0301. Disponível em: https://library.iated.org/view/SIMOES2015USI. Acesso em 6 de jun. 2018.
WERBACH, K.; HUNTER, D. For the win: how game thinking can revolutionize your business. Filadélfia: Wharton Digital Press, 2012.
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