Uma proposta de arquitetura computacional para autoria de jogos digitais educacionais com suporte a técnicas de analíticas de aprendizagem

Abstract

In the context of Brazilian basic education, teachers face difficulties in incorporating digital games into their pedagogical practices due to limited technological resources and a lack of tools that allow them to create and adapt content autonomously and accessible. To address these limitations, this dissertation proposes a computational architecture for the dynamic authoring of web-based educational digital games with support for Game Learning Analytics (GLA). The solution provides resources for creating customized games that work in both online and offline environments, as well as analytical tools to monitor student performance and promote evidence-based pedagogical interventions. Thus, the goal is to enhance teachers’ autonomy in adopting digital games as a teaching tool. This dissertation followed an exploratory applied research methodology, employing methods based on participatory design workshops with teachers to gather requirements, conduct architectural modeling, and evaluate the approach through a proof of concept tested with focus groups. It organizes these architecture components, allowing greater autonomy for teachers and monitoring of students.