Pensamento Computacional e Mecânicas de Jogos Sérios: Um Estudo de Caso sobre a Linha da Decomposição
DOI:
https://doi.org/10.5753/rbie.2025.4877Keywords:
Pensamento Computacional, Mecânicas de Jogos, Jogos SériosAbstract
As primeiras décadas do século XXI evidenciaram a crescente dependência da sociedade em relação à tecnologia, intensificada pela Inteligência Artificial e pela pandemia de COVID-19, que transferiu muitas atividades para o ambiente remoto. Nesse contexto, a educação deve incluir o desenvolvimento do Pensamento Computacional (PC) para formar cidadãos capazes de resolver problemas que possam ser processados por computadores. A promoção do PC, que já faz parte da Base Nacional Comum Curricular, é fundamental para preparar os estudantes tanto para o mercado de trabalho quanto para viver em uma sociedade digital. Esse cenário impõe à educação tradicional a necessidade de se adaptar às exigências dos Nativos Digitais (ND), que nem sempre respondem de forma eficaz às práticas convencionais de ensino. Frequentemente, há um conflito entre os métodos de ensino adotados por instrutores, geralmente Imigrantes Digitais, e as expectativas dos ND, que estão habituados a uma vida constantemente conectada. Nesse panorama, os Jogos Sérios surgem como uma abordagem promissora para desenvolver o PC, promover habilidades do século XXI e atrair os ND. No entanto, ainda não existe uma relação conceitual bem estabelecida entre essas áreas. Este trabalho avança na investigação de uma relação semântica entre mecânicas de jogos sérios e as linhas do PC. Um estudo de caso é realizado para a linha da Decomposição (DEC), demonstrando que designers e jogadores identificam a possibilidade de compor, decompor, inter-relacionar e reutilizar (ações relacionadas à DEC) ao manipular as mecânicas de Behavioural Momentum, Tile-Based Movement e Role-Playing. Essas relações, identificadas em um mapeamento semântico, foram previamente corroboradas por um painel de especialistas.
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