E-Guess: Evaluación de usabilidad para juegos educativos

Autores/as

DOI:

https://doi.org/10.5944/ried.24.1.27690

Palabras clave:

juegos educativos, método heurístico, evaluación, tecnología educacional, juego de ordenador

Resumen

Usabilidad es un aspecto relevante en el análisis de la interfaz hombre-máquina, ya que se trata del diálogo que se establece entre sujetos, artefacto y calidad de uso e interacción que permite el sistema. Este trabajo presenta una heurística específica para la evaluación de juegos educativos, creada a partir de Game User Experience Satisfaction (GUESS) y, concomitantemente, las herramientas de evaluación de Nielsen. Para ello, se realizó una investigación aplicada con un enfoque cuantitativo-cualitativo - con la participación de 3 usuarios especializados y 4 usuarios potenciales en un juego educativo utilizado como estudio de caso. La elección de GUESS como punto de partida se debió a una revisión sistemática de la literatura sobre usabilidad. Según el modelo, se invitó a los usuarios a operar el juego educativo y presentar sus impresiones. A partir de los resultados seleccionados, se formuló una nueva herramienta de evaluación de uso, denominada E-GUESS. Con Educational-GUESS, introdujimos cambios dirigidos a temas pedagógicos y contenidos educativos que también busca dilucidar puntos importantes en el desarrollo de un juego educativo al permitir percepciones que son fácilmente ignorados durante la fase de diseño con la intención de superar la supuesta bipolaridad entre "divertido" y "educativo" en los juegos de software educativo. Otro aporte de la investigación fue el análisis de usabilidad realizado para el juego educativo utilizado en la recolección de datos. Este juego, que trata sobre el tema Tabla Periódica de Química y se encuentra en fase de validación, recibió valiosos aportes para ajustes en su jugabilidad.

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Biografía del autor/a

Aleph Campos Silveira, Federal University of Lavras Federal Center for Technological Education of Minas Gerais

Bachelor of Information Systems from the Federal University of Lavras (UFLA), Specialization and Master in Education from the same university. Currently professor at the Department of Computing and Civil Engineering at the Federal Center for Technological Education of Minas Gerais.

Ronei Ximenes Martins, Federal University of Lavras Department of Education

PhD in Psychology from Universidade São Francisco in the research line Evaluation in Educational Psychology (2008) and graduated in Mathematics from UEMG-FEPESMIG (1996) is a professor in the Department of Education at the Federal University of Lavras (UFLA), Minas Gerais / Brazil. It operates in the areas of teacher training and education mediated by digital information and communication technologies. He is a researcher with an interest in educational technology, computerized assessment and distance education. Acts as a teacher in undergraduate courses and graduate programs in the area of education. He is the institution's dean of graduation in the period 2016-2020.

Estela Aparecida Oliveira Vieira, Federal University of Lavras Department of Education

Graduation in Dentistry from the José do Rosário Vellano University (1996) and in Pedagogy from the Martins Educational Technology Center (2019), master's degree (Master recherche) Sciences humaines et sociales - Aix-Marseille Université (2010) and doctorate in Ecole doctorale Cognition, Langage , Education - Aix-Marseille Université (2014) in cotutela with the Faculty of Education of the Federal University of Minas Gerais. Teaching experience in undergraduate and graduate courses, project coordination and training. Practice area: Education and health, Adult education, Permanent and continuing education, Health promoting schools, Qualitative research methodology, Digital technologies and innovative practices.

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Publicado

2021-01-02

Cómo citar

Silveira, A. C., Martins, R. X., & Vieira, E. A. O. (2021). E-Guess: Evaluación de usabilidad para juegos educativos. RIED-Revista Iberoamericana De Educación a Distancia, 24(1), 245–263. https://doi.org/10.5944/ried.24.1.27690