Investigação sobre o uso de jogos digitais para o ensino de design, a partir da análise de registros de eletroencefalograma (EEG) e testes de usabilidade.

Abstract

Current technological innovations have significantly transformed teaching–learning methods, especially following the COVID-19 pandemic, creating new possibilities across various social sectors. This is particularly evident in the field of Design education, which can rely on active methodologies to engage students, including digital games. In this context, drawing on a literature review and data collected on practices adopted by Design students and instructors at a higher education institution in Paraíba, this study sought to analyze, from a Neuroscience perspective, the application of a digital game as a tool for Design education, using an Electroencephalogram (EEG) device alongside usability testing. The methodology adopted a mixed-methods approach, integrating qualitative and quantitative data, based on a survey of digital games focused on graphic design, the area selected for this study. The experimental stage involved questionnaires to establish participant profiles, as well as the Emotiv Insight device to collect performance metrics such as stress, engagement, interest, arousal, attention, and relaxation during a predetermined experimental period. Additionally, a usability evaluation of the selected tool was conducted based on the dimensions of Effectiveness, Efficiency and Satisfaction. The results showed that the game positively influenced performance metrics such as engagement and interest; however, peaks in stress levels were observed in some participants, many of which were caused by usability issues. It is concluded that, although digital games have strong potential to engage Design students, their pedagogical use depends on several factors, such as the tool’s usability and how instructors implement it. Based on these findings, the study proposes preliminary recommendations for the use and development of digital games aimed at meeting students’ cognitive and emotional needs.