Desenvolvimento e validação de jogo analógico sobre projeto de vida com adolescente escolares: “GPS da vida”

Abstract

Adolescence is a biological process that involves cognitive development and personality structuring. The life project is born from the interactions between the strengthening of personal identity and self-esteem, the awareness of personal responsibility and the glimpse of opportunities or perspectives for the future. Thus, the construction of a life project can help in the development of socio-emotional skills for life. The objective was to develop and validate an analog game about life project for teenagers. This is a methodological research. For the creation of the game, 4 steps were followed: Game design, Graphic Design, Gameplay Test Phase and Evaluation Phase. It is a competitive game, with 4 or 5 players and it has: A board; a scoreboard; 06 story cards, 17 skill cards (for each player), 12 action cards and six avatars. The game received the name “GPS of life” in reference to the paths that can be traced within the life project. As for validation, 06 experts in adolescent health participated, with the following profile: Female (100%), 50% were aged between 30 and 34 years and 50% were over 50 years old; Title: Master (33.3%), Doctorate (50%) and PostDoctorate (16.7%). For the quantitative analysis, the individual, Average and Global CVI were used. Twenty-six items were obtained with values greater than I-IVC >80, which is consistent with effective planning and requirements gathering for game construction. Five of the items had an I-IVC score <0.80 and their main justification was the fact that they were items that should be evaluated by the target audience. In the Shapiro-Wilk normality test, of the analyzed items (n=31), 12 followed the normal distribution, while 18 items did not present the proper distribution. Of the 35 recommendations obtained in the validation process, 28 were promptly accepted, 04 were not viable and 03 are suggestions for the time to update the game. In this way, it is concluded that the game validated by expertise is able to be used with the audience of adolescents and presents coherence with its purposes and objectives with which it was idealized. It should be noted that the achievement of results and the experience of socio-emotional assumptions are not obtained from the use of the game itself, but depend considerably on the context and intention of the educator, using it within a logic of health education dialogic and participatory.