ANDRADE, Valéria.; BARROS, Marcelo Alves de.; MOURA, J. Antão B.; BORGMAN, Laurent.; TERTON, Uwe.; VIEIRA, Fátima.; COSTA, Gabriel Cintra Alves da.; ARAÚJO, Rafaela Lacerda.; ARRUDA, Aline Oliveira.; NAVIER, Sophie.; SILVA, Jobson.
Resumen:
This paper presents a gamified empowerment approach to train future teachers. The approach aims to
innovate teaching strategies and to provide a system which motivates players to read and to apply acquired
knowledge towards actions to address social challenges within their community. The approach is supported
by an alternate reality serious game called “ReadAct” which blends reading instruction with opportunities to
act on social responsibility in the real world. Validation results are offered for experiments with the
ReadAct approach in different but related contexts of drama reading, environmental education and
introduction to computing. Results provide evidence that ReadAct motivates players (young readers) to
engage themselves and to attract their schools’ and families’ communities to act on social challenges. The
underlying challenges in the experiments are water conservation, urban violence and bullying at school. The
paper contributes to the literature on computer-based education by indicating how a ReadAct game may turn
the school community, where it is played out, into a community school with an integrated view of
academics and social services.
