Development and validation of an instrument for evaluating the ludicity of games in health education

Pires, Maria Raquel Gomes Maia; Göttems, Leila Bernarda Donato; Silva, Laianna Victoria Santiago; Carvalho, Paloma Aparecida; Melo, Gislane Ferreira de; Fonseca, Rosa Maria Godoy Serpa da

doi:10.1590/S0080-623420150000600015

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ORIGINAL ARTICLE • Rev. esc. enferm. USP 49 (6) • Dec 2015 • https://doi.org/10.1590/S0080-623420150000600015 copy

Development and validation of an instrument for evaluating the ludicity of games in health education

Desarrollo y validación de instrumento para evaluar la ludicidad de juegos en salud

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

OBJECTIVE

Developing and validating an instrument to evaluate the playfulness of games in health education contexts.

METHODOLOGY

A methodological, exploratory and descriptive research, developed in two stages: 1. Application of an open questionnaire to 50 graduate students, with content analysis of the answers and calculation of Kappa coefficient for defining items; 2. Procedures for construction of scales, with content validation by judges and analysis of the consensus estimate byContent Validity Index(CVI).

RESULTS

53 items regarding the restless character of the games in the dimensions of playfulness, the formative components of learning and the profiles of the players.

CONCLUSION

Ludicity can be assessed by validated items related to the degree of involvement, immersion and reinvention of the subjects in the game along with the dynamics and playability of the game.

Descriptors:
Health Education; Play and Playthings; Education, Higher; Creativity; Personal Autonomy; Validation Studies

Dimensions	Categories (variables)	Subcategories (possible items)	N (%)	Kappa	p-value
LUDIC CHARACTERISTIC	Reinventing the game	The rules were reinvented during the game	34 (68)	1.0	< 0.001
		We followed the rules completely	13 (26)
		Blank/no answer	3 (6)
		Subtotal	50 (100)	1	< 0.001
	Degree of involvement and immersion in the game	Willingness to win the game	40 (80)	0.935	< 0.001
		Willingness to abandon the game	4 (8)	1.0
		Willingness to win and abandon the game	4 (8)	1.0
		Blank/no answer	2 (4)	0.658
		Subtotal	50 (100)	1	< 0.001
	Cooperation among the players	I remembered to cooperate with other players	24 (48)	1.0	< 0.001
		I did not remember to cooperate with other players	14 (28)	1.0
		I only helped my partner	4 (8)	0.79
		Blank/no answer	8 (16)	0.922
		Subtotal	50 (100)	1	< 0.001
	Understanding the Rules	Clear and objective	19 (38)	0.956	< 0.001
		Difficult/confusing	19 (38)	0.917
		Average understanding	10 (20)	0.752
		Blank/no answer	2 (4)	0.38
		Subtotal	50 (100)	0.853	< 0.001
	Quality of the Cards	Difficult/Specific	22 (44)	0.757
		Easy/Well-designed	12 (24)	0.783	< 0.001
		Relatively hard	8 (16)	0.731
		Blank/no answer	8 (16)	0.672
		Subtotal	50 (100)	0.743	< 0.001
	Game dynamics	The game is good/fun	45 (90)	0.847	< 0.001
		The game is competitive	1 (2)	1.0
		Blank/no answer	4 (8)	0.791
		Subtotal	50 (100)	0.849	< 0.001
TRAINING LEARNING COMPONENTS	Learning perception	The game helped my learning	39 (78)	1	< 0.001
		The game was indifferent to my learning	5 (10)	0.898
		The game hindered my learning	3 (6)	1
		Subtotal	50 (100)	0.946
	Reasons favorable or unfavorable to learning	Understanding of concepts/content	13 (26)	0.662	< 0.001
		Active participation	9 (18)	1.0
		I made associations during the game	8 (16)	0.669
		It helped and hindered learning	6 (12)	1.0
		I thought the cards were difficult	5 (10)	0.728
		Did not help my learning	4 (8)	1.0
		It was indifferent to learning	2 (4)	1.0
		Self-assessment	1 (2)	0.485
		Blank/no answer	2 (4)	0.658
		Subtotal	50 (100)	0.809	< 0.001
	Feelings and thoughts during the game	Fun and relaxing	24 (48)	0.879	< 0.001
		Ambiguity between tension and pleasure	7 (14)	1.0
		I reflected on life's challenges	6 (12)	0.834
		I felt incapable	5 (10)	1.0
		Boredom/without emotion	3 (6)	1.0
		I was lost/confused	2 (4)	1.0
		I felt anxiety and tension	1 (2)	1.0
		Motivation to study	1 (2)	1.0
		Blank/no answer	1 (10)	0.79
		Subtotal	50 (100)	0.919	< 0.001
PROFILE OF THE PLAYERS	Study and Learning Habits (I learn better when ...)	I study alone	24 (48)	0.96	< 0.001
		I participate in participatory techniques	10 (20)	0.883
		I associate learning and in practice	7 (14)	0.834
		I attend classes	3 (6)	0.847
		There are group discussions	2 (4)	1.0
		I'm interested in the subject	2 (4)	1.0
		I express my creativity	1 (2)	1.0
		Blank/no answer	1 (2)	1.0
		Subtotal	50 (100)	0.915	< 0.001
	Affinity for Board Games	I like board games	39 (78)	1	< 0.001
		I don't like board games	11 (22)
		Blank/no answer	1 (2)
		Subtotal	50 (100)	1	< 0.001

ITEMS BY DIMENSIONS	CRITERIA AND INDEXES^* * CVAI - Content Validity Index applied to items; IRA - Inter-rater agreement applied to dimensions; CVI- Content Validity Index applied to the instrument.
	Relevance		Clarity		CVA
	CVIA	IRA	CVIA	IRA	Relev.	Clar.
LUDIC CHARACTERISTIC
1- Rules were reinvented during the game	0.6	0.86	1	0.93	0.88	0.96
2- We followed the rules of the game completely	0.6		1
3- I wanted to win the game	1.0		1
4- I wanted to leave the game	0.8		0.8
5- I wanted to win the game, but I also wanted to leave it	0.5		0.5
6- I had fun while playing the game	0.9		0.9
7- I turned off what was going on around me while playing	0.9		0.9
8- I felt more in the game than in the real world	0.9		0.9
9- I felt encouraged to learn from the game	1.0		1.0
10- There was something interesting in the game that captured my attention	0.8		0.8
11- I was hoping for the game to end soon	0.7		1.0
12- The game left me feeling tense	0.8		0.9
13- The game design caught my attention	1.0		0.6
14- I liked the game	1.0		1.0
15- The game made me feel anxious	0.8		0.9
16- The game kept me motivated to continue playing	1.0		0.9
17- The challenges of the game made me feel demotivated from the start	0.8		0.9
18- The game offers new challenges at an appropriate pace	1.0		0.8
19- I found the game too long	0.8		0.9
20- I would play this game again	1.0		0.9
21- I was bored from the beginning	0.8		0.9
22- My performance improved over the course of the game	0.9		0.8
23- The rules are easy to understand	0.9		0.9
24- The rules are more complicated than I'd like them to be	0.8		0.8
25- The content of the cards are difficult to understand	0.8		1.0
26- I quickly understood the objectives of the game	0.8		0.9
27- The content of the cards is clear	0.8		0.9
28- The questions on the cards are difficult to answer	0.7		1.0
29- The subject on the cards caught my attention	1.0		1.0
30- I had a hard time concentrating on the text on the cards	0.9		1.0
TRAINING LEARNING COMPONENTS
31- The game helped my learning	1.0	0.90	1.0	1.0
32- The game content is irrelevant to my interests	0.7		0.9
33- After the game, I can understand the content better	0.9		0.9
34- I actively interacted with other players during the game	0.9		0.9
35- I associated the game's content with other things	0.9		0.9
36- The game inhibited my participation in the group	0.8		0.9
37- The game was indifferent to my learning on this subject	0.8		0.9
38- The difficulty of the cards compromised my learning	0.8		0.8
39- During the game, I reflected on the challenges we face in life	1.0		1.0
40- Some characteristics of the game annoyed me	0.8		0.9
41- The game motivated me to study	0.9		0.9
42- I was relaxed during the game	0.8		0.9
43- The game did not make me feel any emotion	0.8		1.0
44- I felt a mix of relaxation and tension in the game	1.0		1.0
45- I thought of myself as incapable for not knowing how to answer the questions	0.8		0.9
46- I felt a sense of accomplishment from the achievements of the game	0.9		0.9
47- I learned amazing things from the game	0.9		0.9
48- I felt frustrated during the game	0.7		0.9
49- I remembered to help other players during the game	0.8		1.0
50- I only helped one person during the game	0.8		0.9
51- I forgot to help other players during the game	0.8		0.9
52- I made pacts with some players to prevent others from winning the game	0.9		0.9
PROFILE OF THE PLAYERS
53- I have a habit of self-study, by reading and summarizing	1.0	0.9	1.0	1.0
54- I learn best through group discussion	0.9		0.9
55- I realize I learn better when I make associations to the practice	1.0		0.9
56- I learn better when I express my creativity	0.9		1.0
57- Attending classes is indifferent to my learning	0.9		0.9
58- I learn when I'm interested in the subject	0.8		0.9
59- I like board games	0.9		0.9
60- Board games remind me of my childhood	0.6		0.9
61- I'm impatient with games in general	0.9		1.0
62- I prefer video games to board games	1.0		1.0

Universidade de São Paulo, Escola de Enfermagem Av. Dr. Enéas de Carvalho Aguiar, 419 , 05403-000 São Paulo - SP/ Brasil, Tel./Fax: (55 11) 3061-7553, - São Paulo - SP - Brazil
E-mail: reeusp@usp.br

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[1] Corresponding author: Maria Raquel Gomes Maia Pires. Faculdade de Ciências da Saúde, Campus Darcy Ribeiro - Asa Norte. CEP 70910-900 - Brasília, DF, Brazil. maiap@unb.br