Semio em jogo®: desenvolvimento de uma tecnologia lúdico-educativa para discentes da graduação em enfermagem.

Abstract

online learning games emerge as a way to stimulate the development of new skills, knowledge, or to reinforce existing ones. Furthermore, it is worth emphasizing its relevance in the training of students, such as those in Nursing, since they are potentiators for teaching. With an accurate search in the literature, it was observed that there is an incipience of these playful technologies, which favor the teaching-learning process in the nursing area. Thus, the present study is justified by bringing an attractive technological product, through an online learning game, which can provide an experience with instruction and entertainment, which

enables the teaching-learning process. Objective: to describe the process of developing a ludic- educational technology for learning semiology and semiotechnics in nursing. Method: this is a

methodological study modulated in the stages of planning, prototyping and production of the first playable version of the game. For the planning, an integrative review was carried out in order to identify gaps in Serious Games, technologies for teaching in nursing and theoretical basis and conceptualization. In prototyping, the online graphic design software Canva© was used for the textual part; for the illustration of the characters, the digital art software Easy Paint Tool SAI© was used, which allowed vectorizing the characters previously drawn by hand. And finally, for the production of the first playable version, the Construct engine version 2© was chosen for the materialization of the game. Results: Semio em Jogo® technology was built containing 3 phases. In the first phase, content related to the care provided from the moment a patient enters the Basic Health Unit was addressed, and for that, questions about Vital Signs were emphasized. In the second phase, the scenario takes place within a Secondary Health Care outpatient clinic, and in this way, contents related to the student's first contact with the patient in this environment are exposed, and thus, subjects related to biosecurity measures are presented. In the third phase, the patient is hospitalized and for that the game focuses on the physical examination itself. Discussion: it is inferred that Semio em Jogo® can contribute to a better professional formation, since it presents a simulation of what the professional can find in his daily practice. And, in addition, it makes learning more interesting from a product that generates immersion and enthusiasm, thus fixing the contents more easily in the student's psyche. However, it cannot be considered a substitute for the practical experience of the professional work environment, since only it can provide the student with all the necessary tools to be a qualified professional. Final considerations: given the above, it was seen that the present work brought a technology that can enhance/complement the learning of undergraduate nursing students from the rational use of this product. But, even so, it is suggested that the evaluation of the playability be carried out with students of a bachelor's degree in nursing, in addition to submitting it to the appreciation of specialists in the area of semiology and semiotechnics.