Interdisciplinarity in the construction of a videogame as an intervention tool in school conflict

摘要

The objective of this work was the creation of a video game as a tool for prevention and intervention against school conflicts for children from ages 9 to 12. A team of professionals in psychology, education, computer science, art, and music achieved the construction of an innovative product, which, through the use of multimedia, presents an adventure story that confronts players with ethical dilemmas. As the user advances in the game, their actions delimit a gamer profile, associated with specific characteristics of each stage of human moral/social and cognitive development. Historically, games have a fundamental role in the development of children, involved in the structuring of thought and language, and in the transmission of social norms and values in all cultures [1]. In post-industrial societies, computer technologies have granted the creation of games on virtual platforms, which have resulted in a highly motivating context for children and adolescents to consolidate academic knowledge, skills and attitudes [2]. Despite extended studies on the uses and benefits of video games in learning, the process of building an educational video game is not sufficiently represented in the scientific literature. The contribution of computer science in technological programming, art in the design of interfaces, music for the setting of the narrative, as well as the social sciences to propose learning objectives and challenges according to the psychosocial development of the younger players are all fundamental aspects of a successful video game design. In the present work, computer science covered the programming determinant for the compatibility of the game with different devices (cellphone, computer, tablet), as well as the technical appreciations to be taken into account within the graphic style, in coherence with the type of platform (2D), and the Unity 3D engine editor. The artistic design (color palette, language of shapes) imprinted the visual style of the game, the identity of the characters, the reward props, typography, and other various aspects of illustrations. The composition of eight musical pieces allowed to connect the visual environment of the game with the moods and the psychological state of mind of the characters, and of those situations in which they were involved, expressing tension and danger, or joy and triumph. Psychology and education were central in the proposal of situations that favored empathetic reasoning, perspective-taking, prosocial behavior, development of deductive and inferential logical reasoning, problem-solving strategies, and self-regulation of behavior [3]. The result of this collaborative work was a platform video game, rated E10+, for educational, preventive, and diagnostic purposes. The story takes place in a fairy world where the characters (witch, dragon, hunter, gnomes, and vampires) are immersed in a problem that denotes difficulty in their interpersonal relations. The player assumes the role of an Elf who, as he/she explores the forest, becomes involved in the conflicts of the other inhabitants. Throughout the decisions made by the player, the system characterizes the cognitive-ethical profile of the player. This characterization is made based on player decisions regarding the way they use weapons, how they relate to the characters and game rules, and whether they reach the goals of the game. The developed game offers a tool for school counselors and teachers for tailoring specific intervention plans for students and how they think of and approach conflicts with other. Such work would have been impossible to achieve from a single area of knowledge; the collaborative production scheme allowed for the creation of a concrete product that contributes to the social development of a community.