Ghostbuster: aprendizagem de programação mediada por jogos digitais.

Abstract

In recent decades, the games have contested space in the academy, being the central theme of several academic research and used in learning eviroments. On account of your positive results, the games have been used for programming teaching in courses of computing for minimize problems of evasion and failure. However, the massive production of educational games by disqualified teams has influenced of negative way the use these games for teacher and students. Thus, this work have how objective the development of educational game, with tructured levels of contents, under the perspective of pedagogy socio-historical, for be used in process of teaching-learning of object-oriented programming. Were shown the features of the play, under perspective of several authors, and your relation with process of learning, beyond of shown the methodology of development and evaluation of the game Ghostbuster under Flow and Zone of Proximal Development. The evaluation was realized for 15 players, divided in 3 groups, according your knowledge about programming and level of education. The results show who a game project aiming sound aspects, visuals and of game design, without focus in content, can contribute, through mediation of teachers, for process of teaching-learning of programing, and thus, minimize the problems aforementioned.