Avaliação de jogo educativo para escolares acerca de pessoa com deficiência

Abstract

The inclusion of people with disabilities should be encouraged in various environments including school. Nurses can encourage practices through educational games to do this, among which are the maze games. In this approach, the aim is to evaluate the Labyrinth educational game for teenagers, about people with disabilities. This is an evaluation of an educational game, carried out in three phases, the first relating to validation of educational content as questions and curiosities, the second was the Education game assessment tool validation, and the third phase was the evaluation of the educational game by the audience. Data collection carried out from April to October 2015. The content validation steps and instrument was given by e-mail, with nine experts in each phases. The third stage took place in two elementary schools from public schools in Fortaleza, and the Labyrinth was implemented and evaluated in the classroom. For data collection, we used two questionary, one directed to the content experts and other target audience. For these stages of data analysis, the Content Validity Index was used, with a cutoff point 0.85. In assessing the educational game, the aspects was evaluated with a mean score ≥0,85 were considered satisfactory. This study was approved by the Research Ethics Committee of the Federal University of Ceará and complies with Resolution 466/12 on research involving human subjects. The educational content was validated by experts, getting CVI 0.97. On average, 92.4% of the content was considered clear, 95.7% and 94.5% was relevant material. It was developed Educational Games Assessment Tool that consists of three categories, six sub-categories and 20 items. This tool received satisfactory CVI (0.92) and all items showed CVI ≥0,88 in its validation. The evaluation of the Labyrinth was conducted with 109 students, 55% were female and 56.9% 15-17 years. According to teenagers, the game is suitable in general appearance (0.87 average), their instructions are clear, understandable rules and interaction between players is right, play components allow to perform tasks, the game allows for discussion and reflection, promotes knowledge, content is relevant and easy to understand, the challenges are exciting, the game provides feeling of appreciation, hit encourage learning and participants said that would indicate the game to others. Both genders and age groups satisfactorily evaluated the game (mean> 0.85),without statistically significant difference. The female gave higher scores to items "Relevant educational content", "Game is easy" and "Dynamics stimulates answer questions", while adolescents aged 13-14 years gave higher scores to item "identifiable components" (p = 0.009). Results indicate flaws in the game in relation to functionality, challenge, curiosity and interpersonal motivation. Educational games should be evaluated towards its improvement and effectiveness. Its implementation in practice of nursing is essential, since the nurse must seek active methodologies to conduct health education among the population.