HipoGame: um jogo educativo validado para auxiliar no aprendizado da fisiologia do eixo hipotálamo-hipófise

Abstract

The objective of this dissertation was to develop, validate and apply an educational game for teaching the physiology of the hypothalamic-pituitary axis. The research was applied in two moments, in the first moment the game development and validation, and in the second moment the application of the game. The game was developed online, with free access, and presents a scenario of the hypothalamic-pituitary axis. The game is designed with different levels and each level contains questions of different modalities. Within the game, the student has access to his score at each level, tips on the question, and support materials. After the development of the game, the validation process took place, in which 11 experts evaluated 5 aspects of the game, giving scores from 0 to 4 in each aspect. In the statistical analysis, a Content Validity Index (CVI) (0.8), an exact binomial distribution test (5%), and Cronbach's Alpha (0.7) were performed. As validation results, in the item format of the questions, we obtained CVI of 0.63, showing a low agreement in this item, but in the other items, we obtained values within the normal range. In the second moment of the research, for the application of the game, 44 students from the physical education, nursing, and physiotherapy courses were invited, who were later divided into three groups: control group, partial game group, and full game. To assess the participant's knowledge regarding the content, three knowledge questionnaires were applied, one before the class about the content, another after the class and before the game, and the last one after using the game. Participants' satisfaction with the tool was also analyzed. In the statistical analysis, the Shapiro-Wilk, Friedman test and frequency analysis were used. As a result of the application of the game, we did not obtain values of significance in the performance between groups, however, considering the perception of the students, we had a good indication of the effectiveness of the game. From the data presented, we can conclude that the proposed game is characterized as a relevant means to assist in teaching topics on the physiology of the hypothalamic-pituitary axis.