Jogos digitais para alfabetização: avaliando e reconfigurando o jogo Batalha Naval

Abstract

In this article, we propose to evaluate and reconfigure the digital game "Sea Battle" and to verify if and how it can be used as a proper instrument for the development of reading abilities for students of the Elementary School. This game was built in a research project called "School Practices for the Development of Digital Literacy - PREDLED". One of the objectives is to create games and activities that contribute to broaden the reading and writing abilities of students of Elementary Education. This study is characterized by a qualitative and quantitative analysis approach. The main references are: Ferreiro (1995), Santos (1997), Tarouco, Roland, Fabre and Konrath (2004), Soares and Batista (2005), Ribeiro and Coscarelli (2009), Pery, Cardoso and Nunes (2010), Prensky (2012) and Luckesi (2014). For the data collect, the digital game "Sea Battle" was made available in social networks in order to be played and evaluated (through a poll with questions about instructions, feedback, contextualization, reading, playability, possibilities and challenges). The results showed that "Sea Battle" is a good game to increase the process of reading for students, which can bring benefits to children's literacy. Some inconsistencies were found and were reconfigured later.