EDITOR IN CHIEF: Antonio José de Almeida Filho
ASSOCIATE EDITOR: Hugo Fernandes
to validate Ludic-quest construct and reliability to assess game playfulness, through latent factors in gameplay, perception of learning and emotions in the game.
a cross-sectional study to validate the instrument’s psychometric properties. 247 people responded to the questionnaire after a match in the game
in gameplay/learning, KMO=0.859, Bertlett significant. The eigenvalue indicated four factors (reflections; immersion; challenges; aesthetics), 10 retained variables. In the factor analysis of emotions: KMO=0.817; Bartlett p=0.000. Extraction of four factors (pleasure;
the eight validated factors centralize playfulness in health game production, composing a reliable playfulness assessment instrument for use in research.
validar el constructo y la confiabilidad del instrumento Ludic-Quest para evaluar la lúdica de los juegos, a través de factores latentes en la jugabilidad, percepción del aprendizaje y emociones en el juego.
estudio transversal para validar las propiedades psicométricas del instrumento. 247 personas contestaron el cuestionario después de un partido de Violetas. Análisis Factorial Exploratorio, utilizando KMO (>0,7), Bertlett (p=0,005), Varimax y carga factorial (>0,6). Confiabilidad por Alfa de Cronbach (>0.6).
en jugabilidad/aprendizaje, KMO=0,859, Bertlett significativo. El valor propio indicó cuatro factores (reflexiones; inmersión; desafíos; estética) y 10 variables retenidas. En el análisis factorial de las emociones: KMO=0,817; Bartlett p=0,000. Extracción de cuatro factores (placer; ostraenie; tensión; diversión) y 10 variables retenidas. Las 20 variables validadas contienen confiabilidad (Alfa de Cronbach=0,716).
los ocho factores validados centralizan la ludicidad en la producción de juegos de salud, componiendo un instrumento de evaluación de la ludicidad confiable para uso en investigación.
Research in games has been consolidated in recent years with the expansion of journals and the improvement of the scientific field. Reviews confirm the interdisciplinarity and diversity of approaches, which include epistemic and methodological debates(
Certainly, the experiments that imprison the game’s libertarian power incur limitations in the generalization of results(
Furthermore, in order to remain free, unsubmissive, unproductive, inscribed in its own rules, producer of imaginary universes and delimited in space and time, the game tends to circumvent the method. Among its characteristics, voluntary activity is included, not serious and outside everyday life, self-regulated, fictitious, disinterested in the ordinary and capable of absorbing participants in an intense way. In culture, the game transits between the sacred and the profane amidst the party, the ritual, the laughter. In it, dispute and mystery suspend the fixed references of representation of everyday life, subverting it in favor of imaginative freedom(
Paradoxically, the more playfulness distances itself from the evidence, the more the educational chances expand, through the denial of resigned obedience. For the sake of the insurrection of playful in thinking, we then should switch the focus of investigations in health. Instead of asking about how the game contributes to clinical or learning purposes in participants, we should investigate how to rescue their inventive restlessness. This twist in the search mode seeks to enhance the game’s own artifices, freeing it from other purposes as much as possible. Through playfulness, it is more interesting to delve into the resources, languages, regulations, ruptures, estrangements and experiences inherent to playing. In other words, we privilege the playful dynamics’ formal procedures (gameplay) and the affections provoked by them (emotions), to intensify the game. We position ourselves, therefore, as a movement of critical resistance, immersed and dialogical to the epistemic field(
By privileging the autonomy of play, we include the enterprise limits: the creation of games with themes of interest to health restricts the freedom we claim. That is, the promotion of games aimed at the problems of collectivities presupposes the same coercion of playful to other purposes that we criticize. Aware of the aporia, we only intend to bet on the game’s elements to win its thematic content, in a calculation that favors playfulness. We invest, in an unusual way, in measuring instruments that privilege the power of gameplay to intensify the instant, singular, elusive and revealing emotions in players, keeping the finals open(
The confirmation of latent factors to playfulness becomes necessary in the methodological instrumentation of research focused on the validation of games with social approaches to health, in population studies. The reduction of variables to a set capable of explaining the playful phenomenon favors the elaboration of multiple scales, with valuable uses in the assessment of a game. In this sense, we discuss in this article the Ludic-quest instrument construct validation in the assessment of the playfulness of games in health, focusing on gameplay (mechanics to forge the playful field) and on imaginative emotions (affections provoked by the game)(
The study integrates research that assessed the playfulness of
To validate gameplay, perception of learning and emotions in matches as expressions of playfulness, through latent factors, and analyze the reliability of Ludic-quest.
The research follows the guidelines of the Brazilian National Health Council (CNS -
This is a cross-sectional observational study, supported by STROBE, with validation of the psychometric properties of Ludic-quest in the assessment of the playfulness of games with themes of violence in the health area. The research took place in public and private higher education institutions (HEIs) classrooms in Brasília, Distrito Federal, from October 2018 to June 2019, with recruitment of participants by prior scheduling of matches of
The sample consisted of 247 people, including students (n=236; 95%), professionals (n=3; 1.2%) and graduate students (n=8; 3.2%). Eligibility criteria, sources and selection methods were: inclusion of undergraduate students and/or professionals from the network to combat violence against women personified in
The construction and validation of Ludic-quest content took place in previous stages, in line with the technological production of three board games. The items were prepared based on a literature review and the application of a preliminary version in test groups. This was followed by the closing of items and content validation through analysis by judges with reliability calculation by the Kappa coefficient, Content Validity Index (CVI) and Reliability Index (Reliability, Interrater Agreement (IRA)) analysis. This version of Ludic-quest with valid content resulted in 53 items for assessing the playfulness of health games, applicable using a five-point Likert scale(
In a second moment, to give parsimony and centrality to the playful in the assessment of
In the present Ludic-quest construct validation, we used this version with 33 items, distributed in the reconfigured dimensions after the Mann-Whitney U test(
In the database construction, we used Excel for Windows’ statistical package, double-entered, followed by database checking and unification. We transferred the file to IMB-SPSS, version 22, for statistical analysis. We performed Exploratory Factor Analysis (EFA), a multivariate inferential method indicated to find the underlying structure of a data matrix, through latent factors that represent a set of variables(
We conducted a factor analysis of the 33 Ludic-quest variables in two stages, respecting the significant differences between the gameplay/learning groups (17 variables) and emotions (16 variables). We aim to extract valid factors and items for each of these dimensions of playfulness, in order to identify latent conceptions. We start from the following conceptual bases: a - gameplay/learning: mechanical devices of the game that produce interactive immersion, challenges and aesthetic seduction on players, enhancers of reflections on learning; b - imaginative emotions: affective sensations provoked by the game in participants, with ambiguities between pleasure, fun, estrangement and tension(
To verify the assumptions for EFA, we used the following methods to observe the matrix adequacy for factoring: the Kaiser-Meyer-Olkin criterion (KMO, value above 0.7) and the Bertlett test (p=0.005). Factor retention was defined from the eigenvalue (Kaiser-Guttman) and eigenvalue > 1. Factor rotation by the Varimax orthogonal method was indicated for variable reduction. To calculate the sample, we assumed the rule of 6 questionnaires per item. The factor loading above 0.6 was considered adequate for variable retention. However, the literature recommends loads with values above 0.5 or a minimum above 0.3, which allowed us flexibility. After each dimension’s EFA, we unified the validated items from Ludic-quest. We analyzed the instrument’s reliability by Cronbach’s alpha, with a parameter of 0.6, indicated for exploratory research(
In the gameplay/learning EFA, the KMO index was 0.859, with a Bertlett test of p=0.000. The eigenvalue theory (Kaiser-Guttman) indicated four factors to the extraction, with the eigenvalues: F1:4,664; F2:1.424; F3:1.351; F4:1.109 (50.28% of explained variance). From thematic analysis of retained variables, we named the factors, namely: F1 - Reflections; F2 - Immersion; F3 - Challenges; F4 - Aesthetics. Nine variables above 0.6 and one above 0.4 were included (
| Gameplay/Learninga | Reflection | Challenge | Immersion | Aesthetics | h |
|---|---|---|---|---|---|
| I learned amazing things from the game | 0.697 | 0.523 | |||
| After this match, my interest in the content increased | 0.694 | 0.608 | |||
| During the match, I reflected on the challenges we face in life | 0.683 | 0.612 | |||
| The game favored my learning | 0.681 | 0.611 | |||
| I had difficulty concentrating on the text of the cards | -0.718 | 0.545 | |||
| The difficulty of the cards compromised my learning | -0.702 | 0.535 | |||
| I actively interacted with my teammates during the gameb | 0.478 | 0.367 | |||
| I did not pay attention to what was happening around me while playing | 0.645 | 0.444 | |||
| I felt more in the game environment than in the real world | 0.630 | 0.596 | |||
| The game design caught my attention | 0.778 | 0.621 | |||
| Cronbach’s alphac | 0.725 | 0.546 | 0.321 | --- | --- |
In imaginative emotions in matches, factor analysis showed a KMO test of 0.817 and Bartlett p=0.000. The eigenvalue (Kaiser-Guttman) predicted four factors, with the eigenvalues: F1: 4.400; F2: 1.858; F3: 1.184; F4: 1.089 (53.3% of explained variance). In the analysis of the 10 items included in the factors, we named: F1: Pleasure; F2:
| Emotions in the gamed | Pleasure | Tension |
|
Fun | h |
|---|---|---|---|---|---|
| I had fun playing the game | 0.792 | 0.690 | |||
| I liked the game | 0.749 | 0.597 | |||
| The game kept me motivated to continue in the game | 0.721 | 0.661 | |||
| I was fulfilled with the achievements in the game | 0.689 | 0.521 | |||
| The game made me tense | 0.823 | 0.748 | |||
| The game made me anxious | 0.741 | 0.620 | |||
| I felt a mixture of relaxation and tension in the game | 0.623 | 0.452 | |||
| The challenges of the game discouraged me in the match | 0.652 | 0.588 | |||
| I felt incapable for not knowing how to answer the questions | 0.663 | 0.442 | |||
| I was relaxed during the match | 0.776 | 0.499 | |||
| Cronbach’s alphaf | 0.614 | 0.638 | 0.349 | ----- | ---- |
Finally, the twenty variables distributed in the eight factors (reflection, challenge, immersion, aesthetics, pleasure, tension,
| Items validated for construct | Cronbach’s alpha |
|---|---|
| I learned amazing things from the game |
0.716 |
The Ludic-quest, in the assessment of the playfulness of games that thematize violence in the health area, fills a gap in the construction of valid and reliable instruments in population studies, given the identified scarcity(
The specifics of the sample and the game type deserve comment. The fact that the respondents are predominantly women, young people and health undergraduate students emphasizes gender as an aspect to demarcate. In this sense, given the historical discrimination that women suffer - not only in the community of players (men, whites, heterosexuals), but also in the restricted space of design - the repercussions of this violence need greater visibility, especially in the unequal opportunities of access to the game. In the case of
In the validation techniques, the variables contained in the gameplay/learning and in the emotions were adequate to EFA, with a good KMO Test and a significant Bartlett. The eigenvalue was relevant to the extraction of factors in each dimension, with latent conceptions that denote the self-reference of playfulness, according to the literature. In gameplay/learning, the factors reflections, challenges, immersion and aesthetics are playful characteristics to be forged. Among the emotions that the game mobilizes in a game, the diffuse sensations of pleasure, tension,
In scientific reviews, there is no consensus on which factors to use in assessing a game, although similar approaches exist(
Surprise with the new, with astonishment, with the unforeseen and with uncertainty are characteristics of education arising from the playful, in the link with the aesthetic. In other words, at the moment when we are taken to what was not there before, in this ephemeral, necessary for critical formation, the unexplorable thinking of poetic fruition inhabits(
The immersion and challenges factors are intrinsic to the game mechanics, in the creation of the playful dynamics. In immersion, the feeling of being in another place, the loss of time, the opening of other senses, time reinvented or inaugurated in a fictional world give centrality to the playful. Likewise, the immersion of participants is permeated by challenges that make up and are awakened by the game itself, in its relational and emotional sense. Alongside this fictional reality, in Ludic-quest, immersion can be measured by variables: I did not pay attention to what was happening around me while playing; I felt more in the game environment than in the real world(
Contrary to what it may seem, difficulty is a prioritized component of gameplay. Research proposes a typology for the challenges in a game, namely: a - mechanical difficulties (impact on players’ performance and skills); b - interpretive difficulties (barriers to comprehensibility); c - affective difficulties (ambiguous and insoluble emotions aroused). In this agonizing arena, in Ludic-quest, the obstacles of a game can be verified by the items: the difficulty of the cards compromised my learning; I had difficulty in the text of the cards; I actively interacted during the match. Since interaction is an inherent challenge to gameplay, we included this variable in the factorial model, in line with the literature(
Although the dimensions of gameplay and emotions experienced in the match form statistically distinct groups, we argue for the inseparability of play. Whatever mechanics are formally constructed to invent a game, it only happens when activated by players’ emotions in that short space temporally delimited by freely accepted rules. For the classic definition of the design area, the game is nothing more than an artificially generated interaction, as it only happens when its regulatory system is agreed among players(
In the factors latent to the emotions experienced in the match, the playful’s indissociability and fugacity stand out, expressed by the ambiguity of the variables. Thus, in the sensations experienced by players on the playful field, the game intertwining with art subsists. As indicative of this flirtation, in Ludic-quest, aesthetics and fun factors - one in each dimension - retained a single variable, escaping the rule of commonalities shared with others, in the same factor(
The game’s poetic forms have long been discussed by classics, which remind us(
Returning to the sensations of playfulness, we know that the difficulty arouses tense desires of conquest in a game, in frank stimulating dispute. To spice up the emotions in a match, interactive defamiliarization production - based on the literary conception of
In Ludic-quest, the affections provoked by
In Cronbach’s alpha values, the twenty Ludic-quest variables showed good internal reliability. In the factors, reliability is maintained for reflections, pleasure, tension and also for the variables of emotions in the match.
Cronbach’s alpha values indicate a certain limitation in the scalar use of Ludic-quest in the assessment of the playfulness of games that thematize violence in the health area, requiring further studies. The predominant female gender in the sample and carrying out the research with a single game also limit the extrapolation of results. The findings in general corroborate the universe of investigations on games, which indicate caution in generalizing(
The boldness of this study consists in the inversion of the interdisciplinary way of producing research on games in health and nursing, with an emphasis on gameplay and on the emotions of the game. The innovation of this way of asking is to problematize the imaginative richness of the playful in the scope of measurement instrument production, sometimes subsumed in causal outcomes. In other words, Ludic-quest assesses and subsidizes reflections on the playful in games with complex social themes, such as violence, expanding interpretative perspectives. Consequently, critical-imaginative thinking promotion by health and nursing professionals, inscribed in this epistemic turnaround, favors the axiological prioritization of citizenship within the scope of public policies, especially those dealing with violence against women.
In this article, we ask what are the latent factors and the valid items regarding the construct in the assessment of the playfulness of games that thematize violence in the health area. In response, the eight validated factors (reflections, immersion, challenges, aesthetics, pleasure, tension,
The article was supported by FAPESP (Process 2018/07389-4) and CNPq (Processes 405302/2012-6 and 425350/2018-5.
EDITOR CHEFE: Antonio José de Almeida Filho
EDITOR ASSOCIADO: Hugo Fernandes
validar o constructo e a confiabilidade do instrumento
estudo transversal de validação das propriedades psicométricas do instrumento. 247 pessoas responderam ao questionário após uma partida do jogo
na jogabilidade/aprendizagem, KMO=0,859, Bertlett significativo. O autovalor indicou quatro fatores (reflexões; imersão; desafios; estética) e 10 variáveis retidas. Na análise fatorial das emoções: KMO=0,817; Bartlett p=0,000. Extração de quatro fatores (prazer;
A pesquisa na área de jogos se consolidou nos últimos anos com a expansão de periódicos e o aperfeiçoamento do campo científico. Revisões constatam a interdisciplinaridade e a diversidade dos enfoques, que incluem os debates epistêmicos e metodológicos(
Decerto, os experimentos que aprisionam a potência libertária do jogo incorrem em limitações na generalização dos resultados(
Outrossim, para se manter livre, insubmisso, improdutivo, inscrito nas próprias regras, produtor de universos imaginários e delimitado espaço-temporalmente, o jogo tende a driblar o método. Entre suas características, incluem-se: atividade voluntária, não séria e exterior ao cotidiano; autorregulado, fictício, desinteressado do ordinário e capaz de absorver a(o) participante de maneira intensa. Na cultura, o jogo transita entre o sagrado e o profano em meio à festa, ao ritual, ao riso. Nele, a disputa e o mistério suspendem os referenciais fixos de representação do cotidiano, subvertendo-a em favor da liberdade imaginativa(
Paradoxalmente, quanto mais a ludicidade se distancia da evidência, mais se alargam as chances educativas, pela negação à obediência resignada. Em prol da insurreição do lúdico no pensar, invertamos, então, o foco das investigações na saúde. Ao invés de perguntarmos sobre como o jogo contribui para as finalidades clínicas ou de aprendizagem nas(nos) participantes, investiguemos como resgatar sua inquietude inventiva. Essa torção no modo de pesquisar busca potencializar os próprios artifícios do jogo, desvencilhando-o de finalidades outras, o mais possível. Pelas vias da ludicidade, interessa mais aprofundar os recursos, as linguagens, as regulações, as rupturas, os estranhamentos e as experiências inerentes ao jogar. Ou seja, privilegiamos os procedimentos formais da dinâmica lúdica (jogabilidade) e os afetos por eles provocados (emoções), para intensificar o jogo. Posicionamo-nos, assim, como um movimento de resistência crítica, imerso e dialógico ao campo epistêmico(
Ao privilegiarmos a autonomia do lúdico, incluímos os limites da empreitada: a criação de jogos com temas de interesse à saúde coíbe a liberdade que reivindicamos. Isto é, o fomento de jogos voltados aos problemas de coletividades pressupõe a mesma coerção do lúdico a finalidades outras que criticamos. Cientes da aporia, pretendemos tão somente apostar nos elementos do jogo para vencer seu conteúdo temático, em um cálculo que favoreça a ludicidade. Investimos, de forma inusitada, em instrumentos de medida que privilegiem o poder da jogabilidade em intensificar as emoções instantâneas, singulares, inapreensíveis e reveladoras nas(nos) jogadoras(es), mantendo finais em aberto(
A confirmação de fatores latentes à ludicidade se torna necessária na instrumentalização metodológica de pesquisas com foco na validação de jogos com abordagens sociais na saúde, em estudos populacionais. A redução de variáveis a um conjunto capaz de explicar o fenômeno do lúdico favorece a elaboração de escalas múltiplas, com usos valiosos na avaliação de um jogo. Nesse sentido, discutimos neste artigo a validação de constructo do instrumento
O estudo integra pesquisa que avaliou a ludicidade do
Validar a jogabilidade, a percepção da aprendizagem e as emoções nas partidas como expressões da ludicidade, por meio de fatores latentes, e analisar a confiabilidade do
A pesquisa segue as diretrizes do Conselho Nacional de Saúde (CNS), sendo aprovada pelo Comitê de Ética da Faculdade de Ciências da Saúde da Universidade de Brasília. Todas(os) as(os) participantes assinaram o Termo de Consentimento Livre e Esclarecido (TCLE).
Estudo observacional seccional, sustentado pela ferramenta STROBE, com validação das propriedades psicométricas do instrumento
Amostra foi formada por 247 pessoas, entre estudantes (n = 236; 95%), profissionais (n = 3; 1,2%) e pós-graduados (n = 8; 3,2%). Os critérios de elegibilidade, as fontes e os métodos de seleção foram: inclusão de graduandas(os) e/ou profissionais da rede de enfrentamento da violência contra a mulher personificada no
A construção e validação de conteúdo do
Em um segundo momento, para conferir parcimônia e centralidade ao lúdico na avaliação do jogo
Na presente validação de constructo do
Na construção do banco de dados, utilizamos o pacote estatístico do
Conduzimos a análise fatorial das 33 variáveis do
Para verificarmos os pressupostos para a AFE, utilizamos os métodos para observar a adequação das matrizes à fatoração: o critério de Kaiser-Meyer-Olkin (KMO, valor acima de 0,7) e o Teste de Bertlett (
Na AFE da jogabilidade/aprendizagem, o índice KMO foi de 0,859, com Teste de Bertlett de
| Jogabilidade/aprendizagema | Reflexão | Desafio | Imersão | Estética | h |
|---|---|---|---|---|---|
| Aprendi coisas surpreendentes com o jogo | 0,697 | 0,523 | |||
| Depois desta partida, o meu interesse pelo conteúdo aumentou | 0,694 | 0,608 | |||
| Durante a partida, refleti sobre os desafios que enfrentamos na vida | 0,683 | 0,612 | |||
| O jogo favoreceu a minha aprendizagem | 0,681 | 0,611 | |||
| Tive dificuldades de me concentrar no texto das cartelas | -0,718 | 0,545 | |||
| A dificuldade das cartelas comprometeu o meu aprendizado | -0,702 | 0,535 | |||
| Interagi ativamente com meus colegas durante a partidab | 0,478 | 0,367 | |||
| Eu me desliguei do que acontecia ao meu redor enquanto jogava | 0,645 | 0,444 | |||
| Senti-me mais no ambiente do jogo que no mundo real | 0,630 | 0,596 | |||
| O |
0,778 | 0,621 | |||
| Alfa de Cronbachc | 0,725 | 0,546 | 0,321 | --- | --- |
Nas emoções imaginativas nas partidas, a análise fatorial apresentou Teste KMO de 0,817 e Bartlett
| Emoções na partidad | Prazer | Tensão |
|
Diversão | h |
|---|---|---|---|---|---|
| Eu me diverti ao jogar a partida | 0,792 | 0,690 | |||
| Eu gostei do jogo | 0,749 | 0,597 | |||
| O jogo me manteve motivado a continuar na partida | 0,721 | 0,661 | |||
| Fiquei realizada(o) com as conquistas no jogo | 0,689 | 0,521 | |||
| O jogo me deixou tenso | 0,823 | 0,748 | |||
| O jogo me deixou ansioso | 0,741 | 0,620 | |||
| Senti um misto de descontração e tensão no jogo | 0,623 | 0,452 | |||
| Os desafios do jogo me desestimularam na partida | 0,652 | 0,588 | |||
| Achei-me incapaz por não saber responder as perguntas | 0,663 | 0,442 | |||
| Fiquei descontraído durante a partida | 0,776 | 0,499 | |||
| Alfa de Cronbachf | 0,614 | 0,638 | 0,349 | ----- | ---- |
Por fim, as vinte variáveis distribuídas nos oito fatores (reflexão, desafio, imersão, estética, prazer, tensão,
| Itens validados quanto ao constructo | Alfa de Cronbach |
|---|---|
| Aprendi coisas surpreendentes com o jogo |
0,716 |
O
As especificidades da amostra e do tipo de jogo merecem comentários. O fato de as respondentes serem preponderantemente mulheres, jovens e graduandas da saúde ressalta o gênero como aspecto a demarcar. Nesse sentido, haja vista a histórica discriminação que as mulheres sofrem - não apenas na comunidade dos jogadores (homens, brancos, heterossexuais), mas também no restrito espaço do
Nas técnicas de validação, as variáveis contidas na jogabilidade/aprendizagem e nas emoções foram adequadas à AFE, com bom Teste KMO e Bartlett significativo. O
Em revisões científicas, não há consenso sobre quais fatores utilizar na avaliação de um jogo, embora existam abordagens similares(
A surpresa com o novo, com o espanto, com o imprevisto e com a incerteza são características à educação advinda do lúdico, no enlace com o estético. Em outros termos, no instante em que somos arrebatados para o que antes não estava ali, nesse efêmero, necessário à formação crítica, habita o pensar inexplorável da fruição poética(
Os fatores da imersão e dos desafios são intrínsecos à mecânica do jogo, na criação da dinâmica lúdica. Na imersão, a sensação de estar em outro lugar, a perda da noção do tempo, a inauguração de outros sentidos, o tempo reinventado ou inaugurado em um mundo ficcionado conferem centralidade ao lúdico. Da mesma forma, a imersão das(os) participantes é permeada por desafios que compõem e são despertados pelo próprio jogo, em seu sentido relacional e emocionado. A par desse real ficcionado, no
Ao contrário do que possa parecer, a dificuldade é componente priorizado na jogabilidade. Pesquisas propõem uma tipologia aos desafios em um jogo, sendo elas: a - dificuldades mecânicas (impactam no desempenho e nas habilidades das(os) jogadoras(es)); b - dificuldades interpretativas (barreiras à compreensibilidade); c - dificuldades afetivas (emoções ambíguas e insolúveis despertadas). Nessa arena agônica, no
Embora as dimensões da jogabilidade e das emoções vividas na partida formem grupos estatisticamente distintos, argumentamos pela indissociabilidade no lúdico. Seja qual for a mecânica formalmente construída para inventar um jogo, ele só acontece quando ativado pelas emoções das(os) jogadoras(es) naquele curto espaço temporalmente delimitado por regras livremente aceitas. Para a clássica definição da área de
Nos fatores latentes às emoções vividas na partida, a indissociabilidade e a fugacidade do lúdico se sobressaem, expressas pela ambiguidade das variáveis. Assim, nas sensações vivenciadas pelas(os) jogadoras(es) no campo lúdico, subsiste o entrelaçamento do jogo com a arte. Como indicativos desse flerte, no
As formas poéticas do jogo há muito são discutidas por clássicos, que nos rememoram(
De volta às sensações do lúdico, sabemos que a dificuldade suscita desejos tensos de conquista em um jogo, em franca disputa estimulante. Para apimentar as emoções em uma partida, a produção da desfamiliarização interativa - baseada na concepção literária de
No
Nos valores Alfa de Cronbach, as vinte variáveis do
Os valores do Alfa de Cronbach indicam certa limitação no uso escalonar do
A ousadia do estudo consiste na inversão no modo interdisciplinar de produzir pesquisas sobre jogos na saúde e na enfermagem, com ênfase na jogabilidade e nas emoções da partida. A inovação dessa maneira de perguntar consiste em problematizar a riqueza imaginativa do lúdico no âmbito da produção de instrumentos de aferição, por vezes subsumida nos desfechos causais. Em outras palavras, o
Neste artigo, perguntamos quais os fatores latentes e os itens válidos quanto ao constructo na avaliação da ludicidade de jogos que tematizam a violência na área da saúde. Em resposta, os oito fatores validados (reflexões, imersão, desafios, estética, prazer, tensão,
O artigo foi financiado pela FAPESP (Processo 2018/07389-4) e CNPq (Processos 405302/2012-6 e 425350/2018-5.