Save_The_Money

After the pedagogical intervention, a quantitative assessment was carried out, with the intention of verifying cognitive latency (Likert-type scale). The instrument used was the questionnaire for evaluating educational games based on motivational strategies from Keller's ARCS model, in the area of ​​game user experience (Game User Experience), as well as Bloom's taxonomy of educational objectives. The results were analyzed using descriptive statistics. As a choice for this research, we used the calculations of the mean and standard deviation in relation to the domains: Motivation and User Experience. Statistical inference tests were not used, but the Coefficient of Variation (CV) of each item that made up each of the domains was considered. This variability indicated agreement between students regarding the domain (Latency). In other words, to what extent would there be agreement on the aspects investigated in this research? An agreement equal to or less than 30% would be very similar among the participants, but values ​​greater than 30% would represent high variability, which would imply low agreement between the analyzed items. The main findings were: With regard to the domain of motivation, most indicators showed a high level of agreement among users, since attention (11%), relevance (9.9%) and satisfaction (10.5%) did not have a value greater than 30% with regard to the coefficient of variation (CV). That is, this indicates that the students reacted favorably to the game in the learning situation about the proposed content. However, the confidence indicator had a high value of disagreement, that is, it was possible to observe a variability coefficient of approximately 63.2%. Regarding user experience, it can be seen that all indicators showed a high level of agreement, as immersion (7.7%), challenge (11.4%), competence (12.5%), social interaction (11.9%) and fun (14.5%) were below 30% of the coefficient of variation. As final considerations, the study allowed observing the possibility of some improvements (redesign) in the face of some difficulties that were observed throughout the application of the game. The choice of cards within a board game as the main component of interaction with the game system, despite making the experience more practical and easier, compromised the participant's experience. Faced with the reality that today's students are digital natives, the hypothesis that the immersion attribute would be better used with the use of electronic media, since it would be closer to the reality of the participants, as it would allow the insertion of more technological resources attractive and elaborate. In this way, a closer exploration of the students' reality with the use of digital tools could bring greater coverage to this study. As an idealized product, built and tested in this research, the SaveTheMoney educational game could be applied in other educational contexts in basic education, specifically in elementary school.

在实施教学干预之后，进行了一次定量评估，旨在验证认知延迟（李克特量表）。所采用的工具是基于凯勒的 ARCS 模型动机策略的教育游戏评估问卷，涉及游戏用户体验（Game User Experience）领域，以及布卢姆的教育目标分类法。结果采用描述性统计方法进行分析。在本研究中，我们选取了均值和标准差的相关计算作为研究选择，针对动机和用户体验两个领域。未采用统计推断测试，但考虑了构成每个领域的各项指标的变异系数（CV）。这种可变性表明了学生在领域（延迟）上的共识程度。换句话说，对本研究调查的各个方面达成共识的程度如何？如果共识等于或低于30%，则参与者之间将非常相似；但如果值大于30%，则表示高可变性，这暗示了分析项目之间的一致性较低。主要发现如下：在动机领域，大多数指标显示出用户之间高度的一致性，因为注意（11%）、相关性（9.9%）和满意度（10.5%）的变异系数（CV）值均未超过30%。这意味着学生在学习情境中对游戏内容做出了积极的反应。然而，信心指标具有较高的不一致性，即观察到的大约63.2%的变异系数。至于用户体验，可以看到所有指标都显示出高度的一致性，因为沉浸感（7.7%）、挑战性（11.4%）、能力（12.5%）、社交互动（11.9%）和娱乐性（14.5%）的变异系数均低于30%。作为最终考量，本研究允许观察到在游戏应用过程中遇到的某些困难面前进行某些改进（重新设计）的可能性。尽管将卡片游戏中的卡片选择作为与游戏系统交互的主要组成部分使得体验更为实用和便捷，但也损害了参与者的体验。面对当今学生是数字原住民的现实，我们假设沉浸属性将更适合通过使用电子媒体来实现，因为这将更接近参与者的现实，并允许插入更多吸引人且复杂的技术资源。这样，通过使用数字工具更深入地探索学生的现实，可以为本研究带来更广泛的覆盖面。作为本研究中构建并测试的理想化产品，SaveTheMoney 教育游戏可在基础教育阶段的其他教育环境中应用，特别是在小学阶段。