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XII Simpósio Brasileiro de Jogos e Entretenimento Digital - SBGames 2013

Pingo - An Online Portal for
Educational Games
with Customizable Content
Denise N. Nogueira
Luiz Chaimowicz
Raquel O. Prates
Introduction
 Games evoke

behaviors in their
players that are
favorable to learning,
such as:





persistence,
risk-taking,
attention to detail,
problem solving skills.
Goal
 To create a system that:
 Is a repository of games of various
disciplines;
 Enables teachers of Brazilian schools to
customize their content and use them with
students, assisting in strengthening the
content taught in classroom.
Motivation

Rice (2007)*
identified
barriers to
implementation
of educational
games in
schools:

• Negative perceptions among teachers and
educators;
• Low graphics quality;
• Lack of adequate hardware in school;
• Lack of instructional time in for activities
involving games;
• Lack of affordance within artificial environments
to properly represent desired learning objectives;
• Lack of alignment for objectives within
commercial gaming environments to state and
local standards.

*Rice, J. W. (2007). New Media Resistance : Barriers to Implementation of Computer

Video Games in the Classroom. Journal of Educational Multimedia and Hypermedia,
16:249--261.
Motivation

Rice (2007)*
identified
barriers to
implementation
of educational
games in
schools:

• Negative perceptions among teachers and
educators;
• Low graphics quality;
• Lack of adequate hardware in school;
• Lack of instructional time in for activities
involving games;
• Lack of affordance within artificial environments
to properly represent desired learning objectives;
• Lack of alignment for objectives within
commercial gaming environments to state and
local standards.

*Rice, J. W. (2007). New Media Resistance : Barriers to Implementation of Computer

Video Games in the Classroom. Journal of Educational Multimedia and Hypermedia,
16:249--261.
Motivation

Rice (2007)*
identified
barriers to
implementation
of educational
games in
schools:

• Negative perceptions among teachers and
educators;
• Low graphics quality;
• Lack of adequate hardware in school;
• Lack of instructional time in for activities
involving games;
• Lack of affordance within artificial environments
to properly represent desired learning objectives;
• Lack of alignment for objectives within
commercial gaming environments to state and
local standards.

*Rice, J. W. (2007). New Media Resistance : Barriers to Implementation of Computer

Video Games in the Classroom. Journal of Educational Multimedia and Hypermedia,
16:249--261.
Motivation
Papa-Letras Game

Nogueira et. al.
Papa-Letras: Um Jogo de
Auxílio à Alfabetização
Infantil (SBGames 2010)
Specific Goals
 To develop a system that:
 Provides the ability for teachers to customize
game content;
 Contains a repository of various games, from
different disciplines;
 Would not require manual installation.
 To allow developers to define which

contents of their games
customized by teachers.

must

be
Related Work
 Content Games System
 Clark et. al. (2011), Embi, Z. C. (2008),
Mininel et. al. (2009).
 Customizations must follow a structure

previously defined by system´s designers.
PINGO

Portal of INstructional Games, Online
Pingo
Wordpress Platform
Teacher Interface

My
Students

My
Classes

Games

Insert
Student

Insert/Edit
Class

Game
Description

Students Interface

Customize
Game
Content

My
Customizati
ons

FAQ

Try Game

Edit
Customization

Monitoring

Game Developer Interface

Legend
Web page

My Games

FAQ

Navigation

My Games

Informational Table

FAQ

Gallery
Form

Game

Performance

Insert/Edit
Game

Data Visualization
Help

Game Unity Web Player
Pingo
Content Customization
Integrating Pingo and Unity 3D
Retrieve Customization
Insert Statistics

Pingo Database

Dataserver
Layer

Insert Statistics

Retrieve Customization
Game(Unity Web Player plugin)

(JSON Object)
Integrating Pingo and Unity 3D
Game Moderation Process
Pending
Change requested
Approved
Rejected
Results
 Three evaluations:
 General inspection for each user role by
specialist (Semiotic Inspection Method);
 Inspection by teachers (Intermediated
Semiotic Inspection Method);
 Informal evaluation with developers.
Results
 Three evaluations:
 General inspection for each user role by
specialist (Semiotic Inspection Method);
 Inspection by teachers (Intermediated
Semiotic Inspection Method);
 Informal evaluation with developers.
Results
Glutton Caterpillar
Game

de Lima Leão, N.
S. (2013).

Desenvolvimento
de um jogo para
auxílio ao ensino
da matemática.
Conclusion
 Contributions:
 Architecture for game content customization;
 Combination of technologies;
 Pingo removes the responsibility from the
game developer to create internal interfaces
at the game to allow customization.
Conclusion
 Future Works:
 Improvements;
 Populate Pingo with several games;
 Publish for general public.
Thanks!

Portal Pingo temporarily
available at:
http://homepages.dcc.ufmg.br/~denotini/pingo

Denise N. Nogueira
(denotini@dcc.ufmg.br)

Laboratório Multidisciplinar de
Pesquisa em Jogos

www.j.dcc.ufmg.br

Núcleo de Pesquisa
em Engenharia Semiótica e Interação

www.pensi.dcc.ufmg.br

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Pingo – An Online Portal for Educational Games with Customizable Content

  • 1. XII Simpósio Brasileiro de Jogos e Entretenimento Digital - SBGames 2013 Pingo - An Online Portal for Educational Games with Customizable Content Denise N. Nogueira Luiz Chaimowicz Raquel O. Prates
  • 2. Introduction  Games evoke behaviors in their players that are favorable to learning, such as:     persistence, risk-taking, attention to detail, problem solving skills.
  • 3. Goal  To create a system that:  Is a repository of games of various disciplines;  Enables teachers of Brazilian schools to customize their content and use them with students, assisting in strengthening the content taught in classroom.
  • 4. Motivation Rice (2007)* identified barriers to implementation of educational games in schools: • Negative perceptions among teachers and educators; • Low graphics quality; • Lack of adequate hardware in school; • Lack of instructional time in for activities involving games; • Lack of affordance within artificial environments to properly represent desired learning objectives; • Lack of alignment for objectives within commercial gaming environments to state and local standards. *Rice, J. W. (2007). New Media Resistance : Barriers to Implementation of Computer Video Games in the Classroom. Journal of Educational Multimedia and Hypermedia, 16:249--261.
  • 5. Motivation Rice (2007)* identified barriers to implementation of educational games in schools: • Negative perceptions among teachers and educators; • Low graphics quality; • Lack of adequate hardware in school; • Lack of instructional time in for activities involving games; • Lack of affordance within artificial environments to properly represent desired learning objectives; • Lack of alignment for objectives within commercial gaming environments to state and local standards. *Rice, J. W. (2007). New Media Resistance : Barriers to Implementation of Computer Video Games in the Classroom. Journal of Educational Multimedia and Hypermedia, 16:249--261.
  • 6. Motivation Rice (2007)* identified barriers to implementation of educational games in schools: • Negative perceptions among teachers and educators; • Low graphics quality; • Lack of adequate hardware in school; • Lack of instructional time in for activities involving games; • Lack of affordance within artificial environments to properly represent desired learning objectives; • Lack of alignment for objectives within commercial gaming environments to state and local standards. *Rice, J. W. (2007). New Media Resistance : Barriers to Implementation of Computer Video Games in the Classroom. Journal of Educational Multimedia and Hypermedia, 16:249--261.
  • 7. Motivation Papa-Letras Game Nogueira et. al. Papa-Letras: Um Jogo de Auxílio à Alfabetização Infantil (SBGames 2010)
  • 8. Specific Goals  To develop a system that:  Provides the ability for teachers to customize game content;  Contains a repository of various games, from different disciplines;  Would not require manual installation.  To allow developers to define which contents of their games customized by teachers. must be
  • 9. Related Work  Content Games System  Clark et. al. (2011), Embi, Z. C. (2008), Mininel et. al. (2009).  Customizations must follow a structure previously defined by system´s designers.
  • 11. Pingo
  • 12. Wordpress Platform Teacher Interface My Students My Classes Games Insert Student Insert/Edit Class Game Description Students Interface Customize Game Content My Customizati ons FAQ Try Game Edit Customization Monitoring Game Developer Interface Legend Web page My Games FAQ Navigation My Games Informational Table FAQ Gallery Form Game Performance Insert/Edit Game Data Visualization Help Game Unity Web Player
  • 13. Pingo
  • 15. Integrating Pingo and Unity 3D Retrieve Customization Insert Statistics Pingo Database Dataserver Layer Insert Statistics Retrieve Customization Game(Unity Web Player plugin) (JSON Object)
  • 17. Game Moderation Process Pending Change requested Approved Rejected
  • 18. Results  Three evaluations:  General inspection for each user role by specialist (Semiotic Inspection Method);  Inspection by teachers (Intermediated Semiotic Inspection Method);  Informal evaluation with developers.
  • 19. Results  Three evaluations:  General inspection for each user role by specialist (Semiotic Inspection Method);  Inspection by teachers (Intermediated Semiotic Inspection Method);  Informal evaluation with developers.
  • 20. Results Glutton Caterpillar Game de Lima Leão, N. S. (2013). Desenvolvimento de um jogo para auxílio ao ensino da matemática.
  • 21. Conclusion  Contributions:  Architecture for game content customization;  Combination of technologies;  Pingo removes the responsibility from the game developer to create internal interfaces at the game to allow customization.
  • 22. Conclusion  Future Works:  Improvements;  Populate Pingo with several games;  Publish for general public.
  • 23. Thanks! Portal Pingo temporarily available at: http://homepages.dcc.ufmg.br/~denotini/pingo Denise N. Nogueira (denotini@dcc.ufmg.br) Laboratório Multidisciplinar de Pesquisa em Jogos www.j.dcc.ufmg.br Núcleo de Pesquisa em Engenharia Semiótica e Interação www.pensi.dcc.ufmg.br

Editor's Notes

  1. Primeiros estudos de ensinar com jogos digitais apareceram há 20 anos.A integração entre diversão e estudos causa uma maior imersão dos jogadores no conteúdo educacional apresentado. Assim assimilam com mais eficiência e os encoraja a aprender com os próprios erros.
  2. Para que novos tipos de customizações permitidos possam ser inseridos, é necessária a intervenção dos programadores de cada sistema.
  3. Falar doplugin da Unity para Wordpress.
  4. Falar da questão de segurança de acesso.Foi implementado em PHP +MySQLComo retirei o slides de scripts, mencionar sobre eles aqui. Que para fazer a comunicação, é necessário utilizar alguns scripts, que são disponibilizados.
  5. Escrito em Java Script. Podia ter sido escrito nas linguagens que a Unity suporta (exemplo C# e Boo).Este é um exemplo dos scripts que mencionei na anotação do slide anterior.
  6. A inexistência de um ambiente de testes acarreta problemas;Falta de feedback adequado para o desenvolvedor de jogos.