[{"data":1,"prerenderedAt":242},["ShallowReactive",2],{"person-496a9422-d169-40e4-b69c-284b7dcfe595":3},{"success":4,"person":5,"request":238},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":7,"url":7,"createDate":11,"filiation":7,"slugs":12,"articles":15},"Alves","","Marcia Maria",{},"496a9422-d169-40e4-b69c-284b7dcfe595","2025-12-27T21:39:14-03:00",[13,14],"marcia-maria-alves","alves-marcia-maria",[16,136,210],{"parent":17,"metaData":18,"data":20,"langs":29,"_id":32,"type":33,"typeData":34,"status":115,"updateDate":116,"contributors":117,"contributorsIds":132,"download":133,"slugs":134,"slug":135},"f1f23d35-203a-4494-b7cd-e41787bada40",{"updateDate":7,"createDate":19,"deleteDate":7},1765947006,{"secondary":21,"primary":25},{"keywords":22,"excerpt":23,"title":24},"\u003Cp>motivation, game design, educational games\u003C/p>","In education field, the lack of motivation among learners is one of the biggest problems faced by the educational system. In this sense, researchers and educational specialists have been use educational digital games as an alternative. However, despite the significant possibilities when using games for educational purposes, in the literature only a few researchers have been investigating about how to develop educational game capable of foster motivation and also maintain the learner initial motivation. Thus, this paper aims to propose a categorization for the learners' motivation, in order to be useful for developers during the design of these games. In order to achieve it, this paper is based on a narrative literature review that covers four well-know studies about motivation and their relationship. As a result, we propose a categorization of motivation that represents to be a useful tool for the design of educational games, moreover it is useful to research motivation with learners.","The Design of Educational Digital Games and Learner's Motivation",{"keywords":26,"excerpt":27,"title":28},"\u003Cp>motivação, design de jogo, jogos educacionais\u003C/p>","No contexto educacional, a falta de motivação do aprendiz se caracteriza como um dos maiores problemas para a concretização do aprendizado, diante disso jogos digitais educacionais têm sido idealizados e utilizados como uma alternativa. Contudo, apesar das significativas possibilidades de uso do jogo enquanto um recurso educacional motivador, na literatura pouco se tem discutido sobre como desenvolver jogos capazes de motivar e manter o aprendiz motivado no ambiente educacional. Diante disso, o objetivo, deste artigo foi apresentar uma categorização sobre a motivação do aprendiz, com o intuito de auxiliar no design desses jogos. Para isto, o artigo está alicerçado em uma revisão bibliográfica narrativa que considerou as relações estabelecidas entre quatro estudos notórios sobre motivação. A categorização gerada demonstra-se ser uma ferramenta útil para o design de jogos, bem como para a pesquisa desse fenômeno com o usuário.","Design de Jogos Digitais Educacionais e a Motivação do Aprendiz",[30,31],"primary","secondary","33f927d2-02a8-437e-abb6-a1a0af779798","article",{"startPage":35,"file":36,"references":39,"endPage":112,"track":113,"doi":114},1033,{"fullpath":37,"name":38},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F15_pd_design_2024%2Fdownload-pdf-design-de-jogos-digitais-educacionais-e-a-motivao-do-aprendiz-29998.pdf","download-pdf-design-de-jogos-digitais-educacionais-e-a-motivao-do-aprendiz-29998.pdf",[40,43,46,49,52,55,58,61,64,67,70,73,76,79,82,85,88,91,94,97,100,103,106,109],{"id":41,"label":42},"d24a83b4-b915-4b8f-be55-b49c9fd9998b","\u003Cp>ABT, C. C. \u003Cstrong>Serious games\u003C/strong>. University Press of America, 1987.\u003C/p>",{"id":44,"label":45},"4d2af649-59ab-42c8-9d7a-77d526314ec4","\u003Cp>ALVES, M. M.; BATTAIOLA, A. L. Recomendações para ampliar motivação em jogos e animações educacionais. In: \u003Cstrong>X Simpósio Brasileiro de Games e Entretenimento Digital- SBGames\u003C/strong>. Salvador-BA, 2011.\u003C/p>",{"id":47,"label":48},"6b72ae08-19c0-4161-9466-455ecb7d7e6e","\u003Cp>ARNSETH, H. C. Learning to play or playing to learn: A critical account of the models of communication informing educational research on computer gameplay. \u003Cstrong>Game Studies\u003C/strong>, 6(1). 2006.\u003C/p>",{"id":50,"label":51},"054ba0fc-f9cb-41b1-a7ee-de1e81d14337","\u003Cp>BANDURA, A. \u003Cstrong>Moral disengagement: How people do harm and live with themselves\u003C/strong>. Worth Publishers, 2016.\u003C/p>",{"id":53,"label":54},"bad6edd7-8980-4b8e-9e95-bb7fffe8a8a3","\u003Cp>BZUNECK, J. A. As crenças de auto-eficácia e o seu papel na motivação do aluno. \u003Cstrong>A motivação do aluno: contribuições da psicologia contemporânea\u003C/strong>, v. 2, p. 116-133, 2001.\u003C/p>",{"id":56,"label":57},"c222b8da-1786-4a06-aea7-db88574db844","\u003Cp>CHAMBERLIN, B.; TRESPALACIOS, J.; & GALLAGHER, R. The learning games design model: immersion, collaboration, and outcomes-driven development. \u003Cstrong>International Journal of Game-Based Learning (IJGBL)\u003C/strong>, 2(3), p. 87-110, 2012.\u003C/p>",{"id":59,"label":60},"f23cd7a9-1642-4566-bd64-660098b38c99","\u003Cp>CLUA, E. W. G.; BITTENCOURT, J. R. Uma nova concepção para a criação de jogos educativos. \u003Cstrong>Simpósio Brasileiro de Informática na Educação\u003C/strong>, v. 36, 2004.\u003C/p>",{"id":62,"label":63},"a3535869-2cc3-4729-b285-613bceadb1e4","\u003Cp>CSIKSZENTMIHALYI. M. \u003Cstrong>Flow: the psychology of optimal experience\u003C/strong>. USA: Harper Perennial Modern Classics edition, 1990.\u003C/p>",{"id":65,"label":66},"8ffd2c2e-0689-4df0-978f-e6e66cb045e6","\u003Cp>DE FREITAS, S.; LIAROKAPIS, F. Serious games: a new paradigm for education?. In: \u003Cstrong>Serious Games and Edutainment Applications\u003C/strong>. Springer London, p. 9-23, 2011.\u003C/p>",{"id":68,"label":69},"17d1070a-ab64-4666-8621-50c40c16368c","\u003Cp>FULLERTON, T.; SWAIN, C.; HOFFMAN, S. \u003Cstrong>Game design workshop: Designing, prototyping, & playtesting games\u003C/strong>. CRC Press, 2004.\u003C/p>",{"id":71,"label":72},"0cd33652-d28a-4460-84e9-b4b2da254bb5","\u003Cp>GUIMARÃES, S. D. R.; BZUNECK, J. A. Propriedades psicométricas de um instrumento para avaliação da motivação de universitários. \u003Cstrong>CIÊNCIAS & COGNIÇÃO\u003C/strong>, Rio de Janeiro, v.13, n.1, p.101‐113, 2008.\u003C/p>",{"id":74,"label":75},"99611c86-8b93-4a12-859c-f1363b57b750","\u003Cp>HABGOOD, M. J; AINSWORTH, S. E. Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. \u003Cstrong>The Journal of the Learning Sciences\u003C/strong>, v. 20, n. 2, p. 169-206, 2011.\u003C/p>",{"id":77,"label":78},"91110a08-9109-4ebe-aef2-809faf679da8","\u003Cp>JÄRVINEN, A. \u003Cstrong>Games without frontiers: Theories and Methods for Game Studies and Design\u003C/strong>. 2008. 418f. Tese (Doutorado em Mídia e Cultura) - University of Tampere, Tampere. 2008.\u003C/p>",{"id":80,"label":81},"2ac77f07-585c-4cd8-a490-100b4289145b","\u003Cp>KAPP, K. M. \u003Cstrong>The gamification of learning and instruction: game-based methods and strategies for training and education\u003C/strong>. San Francisco: CA. Pfeiffer, 2012.\u003C/p>",{"id":83,"label":84},"0d45d38f-6f35-4594-ba19-188661a96f13","\u003Cp>KELLER, J. M. \u003Cstrong>Motivational design for learning and performance: The ARCS model approach\u003C/strong>. Springer Science & Business Media, 2010.\u003C/p>",{"id":86,"label":87},"9b8ede65-9bfc-4c7a-87b7-2dedbbca3385","\u003Cp>LEMOS, A.; CUNHA, P. \u003Cstrong>Olhares sobre a Cibercultura\u003C/strong>. Sulina, Porto Alegre, p. 11-23, 2003.\u003C/p>",{"id":89,"label":90},"9e0d05ce-49ca-44ea-8773-5e51bc159a72","\u003Cp>MALONE, T. W.; LEPPER, M. R. Making learning fun: A taxonomy of intrinsic motivations for learning. \u003Cstrong>Aptitude, learning, and instruction\u003C/strong>, v. 3, n. 1987, p. 223-253, 1987.\u003C/p>",{"id":92,"label":93},"6ba885e2-2aab-486b-a47a-c89cd43b1102","\u003Cp>MATTAR, J. \u003Cstrong>Games em educação: como os nativos digitais aprendem\u003C/strong>. São Paulo: Person Prentice Hall. 2010.\u003C/p>",{"id":95,"label":96},"09feed67-4491-4220-9968-cd7b425d0807","\u003Cp>MAYER, R. E. \u003Cstrong>Computer games for learning: An evidence-based approach\u003C/strong>. London, England: MIT Press, 2014.\u003C/p>",{"id":98,"label":99},"4f1ead81-04df-4bcb-98c2-40aa386495a5","\u003Cp>PRENSKY, M. \u003Cstrong>Aprendizagem baseada em jogos digitais\u003C/strong>. São Paulo: Senac, 2012.\u003C/p>",{"id":101,"label":102},"aedc19f0-7579-4f3a-9223-859df7bd3487","\u003Cp>REEVE, J. \u003Cstrong>Understanding motivation and emotion\u003C/strong>. John Wiley & Sons, 2009.\u003C/p>",{"id":104,"label":105},"bb25d73a-a1fc-4755-8142-4d849abc8d91","\u003Cp>SAVI, R. Avaliação de jogos voltados para a disseminação do conhecimento. 2011. 236f. Tese (Doutorando em Engenharia e Gestão do Conhecimento) - Universidade Federal de Santa Catarina, Florianópolis, 2011.\u003C/p>",{"id":107,"label":108},"5ba2e138-5708-46e6-9924-47507eb8b1b0","\u003Cp>TOBIAS, S.; FLETCHER, J. D.; BEDIOU, B.; WIND, A. P.; CHEN, F. Multimedia learning from computer games. In \u003Cstrong>The Cambridge handbook of multimedia learning\u003C/strong>, 2nd ed., New York, NY: Cambridge University Press, p. 762–784, 2014.\u003C/p>",{"id":110,"label":111},"c87a65b2-f082-4a21-adab-bac49c9ab5c4","\u003Cp>WINN, B. The design, play, and experience framework. \u003Cstrong>Handbook of research on effective electronic gaming in education\u003C/strong>, 3, p. 1010-1024, 2008.\u003C/p>",1047,"4jrlgoy9j","10.5151/ped2018-2","enabled","2025-12-28T19:43:04-03:00",[118,131],{"filiation":119,"url":7,"id":7,"_id":120,"description":121,"lastName":122,"objectID":120,"slugs":123,"email":126,"lastmodified":127,"createDate":128,"path":129,"designation":7,"name":130,"role":7},"Universidade Federal do Paraná","460aa84a-1645-4bac-84c9-a6244ac4297b",{},"Cezarotto",[124,125],"matheus-a-cezarotto","cezarotto-matheus-a","matheus.cezarotto@gmail.com",1765947006868,"2025-12-17T04:50:06.868Z","people/460aa84a-1645-4bac-84c9-a6244ac4297b","Matheus A.",{"email":7,"name":8,"designation":7,"filiation":7,"role":7,"url":7,"lastName":6,"_id":10},[120,10],6,[135],"design-de-jogos-digitais-educacionais-e-a-motivacao-do-aprendiz",{"pageRange":137,"parent":138,"data":139,"trackId":148,"type":33,"typeData":149,"metaData":189,"langs":191,"_id":192,"status":115,"updateDate":116,"contributors":193,"contributorsIds":206,"download":207,"slugs":208,"slug":209},null,"39f260d6-d61f-4dfe-b1f7-a6c315c260bd",{"secondary":140,"primary":144},{"keywords":141,"excerpt":142,"title":143},"\u003Cp>Design, animation, educational animation\u003C/p>","This article presents a study about the situations and reasons to convert a school subject in an animation education. Starting from the need of clarity of definitions and objectives in its early stages of design project, sought to raise the situations which are favorable and the reasons for the construction of educational animations. We conducted a theoretical study and a survey with their own stakeholders in the process. The methods used are descriptive, qualitative and applied. The answers indicate favorable situations and motives to generate an animated content that can become guidelines for all design decisions.","Design of Educational Animation: Survey of Situations and Reasons",{"keywords":145,"excerpt":146,"title":147},"\u003Cp>Design, animação, animação educacional\u003C/p>","Este artigo apresenta um estudo das situações e motivos para converter um conteúdo escolar em uma animação educacional. Partindo da necessidade de clareza de definição e de objetivos nas fases iniciais do projeto de design, procurou-se levantar quais as situações propícias e os motivos para a construção de animações educacionais. Realizou-se um levantamento teórico e um estudo com os próprios stakeholders do processo. Os métodos utilizados são descritivos, qualitativos e aplicados. As respostas apontam situações propícias e motivos para se gerar um conteúdo animado que podem se tornar recomendações para todas as decisões de design.","Design de Animações Educacionais: Levantamento de Situações e Motivos.","czb3v6h1",{"startPage":150,"file":151,"references":154,"endPage":188,"track":148,"doi":7},3422,{"fullpath":152,"name":153},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F10_congresso_brasileiro_de_pesquisa_e_desenvolvimento_em_design%2Fczb3v6h1-1766861873-3422-3437.pdf","czb3v6h1-1766861873-3422-3437.pdf",[155,158,161,164,167,170,173,176,179,182,185],{"label":156,"id":157},"\u003Cp>AINSWORTH, Shaaron. \u003Cstrong>How do animations influence learning?\u003C/strong> School of Psycology and Learning Sciences R. I., University of Nottingham, UK, 2008.\u003C/p>","8b723f3a-b1e2-4cb6-8171-40a3336c8994",{"label":159,"id":160},"\u003Cp>GIL, Antonio C. \u003Cstrong>Como elaborar projetos de pesquisa\u003C/strong>. 4. ed. – São Paulo: Atlas, 2002.\u003C/p>","faf9125e-c49a-4670-b7ed-3a525ca1ca63",{"label":162,"id":163},"\u003Cp>LÖBACH, Bernd. \u003Cstrong>Bases para a configuração dos produtos industriais\u003C/strong>. São Paulo: Blucher, 2001.\u003C/p>","d6efea1a-de85-4228-a950-e04279e2e2cd",{"label":165,"id":166},"\u003Cp>LOWE, R. e SCHNOTZ, W. \u003Cstrong>Learning with animation\u003C/strong>: research implications for design. New York: Cambridge University Press, 2008.\u003C/p>","1a353a3b-9cc4-44cd-ab8f-7719b7a93305",{"label":168,"id":169},"\u003Cp>MARCONI, M. A. LAKATOS, E. M. \u003Cstrong>Fundamentos de metodologia científica\u003C/strong>. 7. ed. – São Paulo: Atlas, 2010.\u003C/p>","5eb5af6c-4a60-4480-89ac-ac33a0b1ca3d",{"id":171,"label":172},"32de8936-cadf-49c9-a4fc-e4486dad7624","\u003Cp>MARCONI, M. A. LAKATOS, E. M. \u003Cstrong>Técnicas de pesquisa\u003C/strong>. 4. ed. – São Paulo: Atlas, 1999.\u003C/p>",{"label":174,"id":175},"\u003Cp>MAYER, Richard E. \u003Cstrong>Multimedia learning\u003C/strong>. 2nd. ed. Cambridge University Press: Library of Congress, 2007.\u003C/p>","0ee3163b-780d-4135-8cec-4c5587ce3185",{"label":177,"id":178},"\u003Cp>NOVAES, Luiza. Transmídia: o impacto nas produções audiovisuais. In FABIARZ, Jackeline et al. \u003Cstrong>Os lugares do Design na leitura\u003C/strong>. Rio de Janeiro: Ed. Novas Ideias, 2008.\u003C/p>","6b38b395-0752-43d6-a8d0-2e4eb3701475",{"label":180,"id":181},"\u003Cp>PREECE et al. \u003Cstrong>Design de Interação\u003C/strong>: além da interação homem-computador. Porto Alegre: Bookman, 2005.\u003C/p>","d9bfca9e-64d7-4674-8a02-ac6fc3834975",{"label":183,"id":184},"\u003Cp>SPINILLO, C. \u003Cstrong>An analytical approach to procedural pictorial sequences\u003C/strong>. Tese de Doutorado (PhD). Department of Typography & Graphic Communication: The University of Reading, 2000.\u003C/p>","783cba1d-4647-4288-9042-5781c95ea7f9",{"id":186,"label":187},"5d08a444-ac94-4dc1-97fd-aa2eb66e7ced","\u003Cp>WEISS, Renée E. KNOWLTON, Dave S. MORRISON, Gary R. Principles for using animation in computer-based instruction: theoretical heuristics for effective design. \u003Cstrong>Computer in Human Behavior\u003C/strong>. USA: Elsevier Science Ltd., 2002.\u003C/p>",3437,{"updateDate":7,"createDate":190,"deleteDate":7},1766861873,[30,31],"6ca86b2f-bd4d-463a-8233-839e06068e78",[194,195,200],{"lastName":6,"filiation":7,"url":7,"_id":10,"role":7,"designation":7,"email":7,"name":8},{"name":196,"designation":7,"filiation":119,"role":7,"email":197,"_id":198,"lastName":199,"url":7},"André Luiz","albattaiola@ufpr.br, albattaiola@gmail.com","45a38d15-5e1e-4b47-b4e1-3135a280109e","Battaiola",{"_id":201,"email":202,"role":7,"name":203,"filiation":204,"lastName":205,"url":7,"designation":7},"0970d4f2-0335-4ca0-9780-d04015778ae4","cgspinillo@gmail.com","Carla Galvão","UFPR","Spinillo",[10,198,201],2,[209],"design-of-educational-animation-survey-of-situations-and-reasons",{"pageRange":211,"parent":212,"data":213,"trackId":217,"type":33,"typeData":218,"slugs":222,"metaData":224,"langs":226,"_id":227,"status":115,"updateDate":228,"contributors":229,"contributorsIds":237,"slug":223},"2524-2535","1d56dc33-e105-4628-a31a-0c0770b7a53d",{"secondary":214,"primary":216},{"keywords":7,"excerpt":7,"title":215},"Animação Enquanto Objeto de Aprendizagem: Considerações Sobre os Modelos de Concepção de Objetos de Aprendizagem e o Design de Animações Educacionais",{"keywords":7,"excerpt":7,"title":215},"1agdkp4e",{"startPage":219,"file":137,"references":220,"endPage":221,"track":217,"doi":7},2524,[],2535,[223],"animacao-enquanto-objeto-de-aprendizagem-consideracoes-sobre-os-modelos-de-concepcao-de-objetos-de-a",{"updateDate":7,"createDate":225,"deleteDate":7},1766882354,[30,31],"c140c9ec-2bbf-4fed-8c61-de3cc01425ab","2025-12-28T12:32:27-03:00",[230,236],{"slugs":231,"lastName":6,"filiation":7,"path":232,"designation":7,"objectID":10,"id":7,"_id":10,"email":7,"url":7,"createDate":233,"name":8,"lastmodified":234,"role":7,"description":235},[13,14],"people/496a9422-d169-40e4-b69c-284b7dcfe595","2025-12-28T00:39:14.025Z",1766882354025,{},{"designation":7,"url":7,"role":7,"lastName":199,"email":197,"name":196,"filiation":119,"_id":198},[10,198],{"target":239,"query":240},"people/get",{"id":10,"articles":241},"true",1780316094119]