Proposta de um jogo de rpg para avaliação formativa em uma sequência didática de ensino de engenharia de requisitos

Abstract

Requirements Engineering is a fundamental area of Software Engineering, responsible for the elicitation, analysis, documentation, and management of system requirements. The proper definition of these requirements is essential to the success of software projects, as incomplete, ambiguous, or incorrect requirements may compromise software quality and increase development costs. In educational settings, teaching this subject poses challenges related to student engagement and the continuous monitoring of learning progress, while there is a lack of tools that integrate game-based learning strategies with mechanisms to support the assessment process. To address this gap, this study presents and evaluates Reino Tela Azul, a web-based platform that uses an RPG game as a formative assessment tool within an instructional sequence designed for teaching Requirements Engineering. The platform enables instructors to configure question banks and assessments aligned with learning objectives, while students solve challenges embedded in the game narrative. Students' interactions are recorded and organized into reports that support the monitoring of individual and group performance, while also identifying the topics that require further study. The proposed approach was evaluated through an exploratory mixed-methods study conducted in a real educational setting involving 53 students and 3 instructors. Data were collected using instruments adapted from the MEEGA+ model to analyze user experience, usability, engagement, and perceived learning. The results indicate that the platform was perceived as relevant to the educational process, receiving positive evaluations across the investigated dimensions. Therefore, this study contributes to the field by providing evidence that integrating serious games with formative assessment is a viable approach to supporting the teaching of Requirements Engineering, fostering continuous monitoring of learning and informing pedagogical interventions.