METODOLOGIAS ATIVAS BASEADAS EM JOGOS RPG DE MUNDO ABERTO COMO ESTRATÉGIA DE AVALIAÇÃO FORMATIVA NO ENSINO DE ENGENHARIAS

• DOI: https://doi.org/10.22533/at.ed.356162619052

• Palavras-chave: Avaliação formativa; Engenharia; RPG; Mundo aberto; Jogos sérios; Alfa de Cronbach; MEEGA+.

• Keywords: Formative assessment; Engineering education; RPG; Open world; Serious games; Cronbach’s alpha; MEEGA+.

• Abstract: Engineering education requires assessment strategies capable of monitoring students’ learning trajectories, diagnosing conceptual difficulties in due time, and supporting the transfer of knowledge to professional-like situations. This article proposes the use of open-world role-playing games (RPGs) as a formative assessment environment, taking Middle-earth: Shadow of Mordor as a conceptual reference to discuss nonlinear exploration, missions, decision-making, and progression through challenges. The proposal is structured for electrical, mechanical, civil, and occupational safety engineering courses, using simulated scenarios such as power plants, factories, and construction sites. Methodologically, the study is applied, exploratory, and quantitative. It adopts the ENgAGED method to guide the educational artifact design and a questionnaire based on the MEEGA+ model to assess player experience, usability, and perceived learning. The internal consistency of the instrument was examined using Cronbach’s alpha, complemented by descriptive analysis. Results indicate high student acceptance, excellent global internal consistency (α = 0.91), and positive instructor perception, although the Relevance dimension requires further psychometric refinement. The study concludes that open-world RPGs can operate as formative assessment ecosystems, provided they are aligned with curricular objectives, performance rubrics, educational data protection, and effective feedback cycles