Validación de Ludic-Quest a la ludicidad de los juegos de salud: jugabilidad y emociones en el campo

Pires, Maria Raquel Gomes Maia; Almeida, Alexandre Nascimento de; Gottems, Leila Bernarda Donato; Mundim, Gabriela Duarte Almeida; Oliveira, Rebeca Nunes Guedes de

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 75 (04) • 2022 • https://doi.org/10.1590/0034-7167-2021-0822 copiar

Validación de Ludic-Quest a la ludicidad de los juegos de salud: jugabilidad y emociones en el campo

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivo:

validar el constructo y la confiabilidad del instrumento Ludic-Quest para evaluar la lúdica de los juegos, a través de factores latentes en la jugabilidad, percepción del aprendizaje y emociones en el juego.

Métodos:

estudio transversal para validar las propiedades psicométricas del instrumento. 247 personas contestaron el cuestionario después de un partido de Violetas. Análisis Factorial Exploratorio, utilizando KMO (>0,7), Bertlett (p=0,005), Varimax y carga factorial (>0,6). Confiabilidad por Alfa de Cronbach (>0.6).

Resultados:

en jugabilidad/aprendizaje, KMO=0,859, Bertlett significativo. El valor propio indicó cuatro factores (reflexiones; inmersión; desafíos; estética) y 10 variables retenidas. En el análisis factorial de las emociones: KMO=0,817; Bartlett p=0,000. Extracción de cuatro factores (placer; ostraenie; tensión; diversión) y 10 variables retenidas. Las 20 variables validadas contienen confiabilidad (Alfa de Cronbach=0,716).

Conclusiones:

los ocho factores validados centralizan la ludicidad en la producción de juegos de salud, componiendo un instrumento de evaluación de la ludicidad confiable para uso en investigación.

Descriptores:
Estudio de Validación; Análisis Factorial; Juego; Aprendizaje; Emociones

Gameplay/Learning^a	Reflection	Challenge	Immersion	Aesthetics	h²2 Coavoux S, Boutet M, Zabban V. What we know about games: a scientometric approach to game studies in the 2000s. Games Cult. 2017;12(6):563-84. https://doi.org/10.1177/1555412016676661 https://doi.org/10.1177/1555412016676661...
I learned amazing things from the game	0.697				0.523
After this match, my interest in the content increased	0.694				0.608
During the match, I reflected on the challenges we face in life	0.683				0.612
The game favored my learning	0.681				0.611
I had difficulty concentrating on the text of the cards		-0.718			0.545
The difficulty of the cards compromised my learning		-0.702			0.535
I actively interacted with my teammates during the game^b		0.478			0.367
I did not pay attention to what was happening around me while playing			0.645		0.444
I felt more in the game environment than in the real world			0.630		0.596
The game design caught my attention				0.778	0.621
Cronbach’s alpha^c	0.725	0.546	0.321	---	---

Emotions in the game^d	Pleasure	Tension	Ostranenie ^e	Fun	h²2 Coavoux S, Boutet M, Zabban V. What we know about games: a scientometric approach to game studies in the 2000s. Games Cult. 2017;12(6):563-84. https://doi.org/10.1177/1555412016676661 https://doi.org/10.1177/1555412016676661...
I had fun playing the game	0.792				0.690
I liked the game	0.749				0.597
The game kept me motivated to continue in the game	0.721				0.661
I was fulfilled with the achievements in the game	0.689				0.521
The game made me tense		0.823			0.748
The game made me anxious		0.741			0.620
I felt a mixture of relaxation and tension in the game		0.623			0.452
The challenges of the game discouraged me in the match			0.652		0.588
I felt incapable for not knowing how to answer the questions			0.663		0.442
I was relaxed during the match				0.776	0.499
Cronbach’s alpha^f	0.614	0.638	0.349	-----	----

Items validated for construct

Cronbach’s alpha

I learned amazing things from the game
After this match, my interest in the content increased
During the match, I reflected on the challenges we face in life
The game favored my learning
I had difficulty concentrating on the text of the cards
The difficulty of the cards compromised my learning
I actively interacted with my teammates during the match
I did not pay attention to what was happening around me while playing
I felt more in the game environment than in the real world
The game design caught my attention
I had fun playing the game
I liked the game
The game kept me motivated to continue in the game
I was fulfilled with the achievements in the game
The game made me tense
The game made me anxious
I felt a mixture of relaxation and tension in the game
The challenges of the game discouraged me in the match
I felt incapable for not knowing how to answer the questions
I was relaxed during the match

0.716

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[1] Corresponding author: Maria Raquel Gomes Maia Pires E-mail: maiap@unb.br