As consequence of Communication and Information Digital Technologies advancements, and in order to complement teaching, interactive digital tools (including digital pedagogic games) have been highly present in Brazilian schools. Thus, nowadays in classrooms printed and digital didactic materials (henceforth DDMs) compete. DDMs, as well as printed materials, need to undergo rigorous evaluation. Therefore, this work proposes, based on;; and, how to evaluate the quality of digital pedagogical games for mother tongue teaching.

Regarding the main purpose of the research, it is proposed an evaluation of didactic, pedagogical and ergonomic quality of digital pedagogical games available online, taking into account the Evaluation Protocol of Pedagogic Software developed to carry out the research. In this descriptive research a digital pedagogical game intended to teaching Portuguese language is evaluated. The analysis revealed that, although it was a high-quality digital educational game, the object presented inadequacies in didactic, pedagogic, as well as ergonomic aspects. KEYWORDS: Portuguese language teaching and learning; Digital educational games; Evaluation Protocol. Introduction During the 1990s, more precisely from the second half of that decade on, there was the so-called Technological Revolution, a consequence of the arrival of the internet in society. Since then, the use of computers and more recently, cell phones, tablets and other devices has become commonplace and sometimes indispensable in social interactions.

In this context, software and other forms of user-friendly content have been widely developed. In a survey about the use of ICTs by teachers over school activities in 2015, 39% of teachers stated that they use, for example, cell phones with internet access to perform activities with their students ( ). In the school context, even if there is still some resistance of teachers and other professionals of the pedagogical area, technological tools aiming to support teaching have become part of computer laboratories, also achieving space in classes of several disciplines, including Portuguese language (henceforth PL). In the Digital Era, using those tools to aid teaching and learning processes has been no longer a differential, turning into a key element and enabling people to belong to the networked information society, or cyberculture ( ), where all individuals are connected. In this context, digital interactive games (popularly known as video games) are considered very useful for the development of linguistic, social and cognitive aspects of students/users. The use of educational software (games) could help students, using simulated reality for example, to create hypotheses and test them, along with sociodiscursive interactions with the game itself, with classmates and the teacher. Another Metroid 2 Remake Download. This process provides a more dynamic, interesting and motivating learning.

Driver Converter Stick Ps2 To Usb there. Similar to other didactic materials, game-based pedagogical software need to undergo evaluation as to their teaching adequacy. The software may be stored in so-called educational object repositories, functioning as vast virtual libraries, where Learning Objects (henceforth LOs) in different media are available to users. However, as printed materials, LOs demand evaluation before their application. In the case of those intended for Portuguese language teaching, these materials may lead to inaccurate teaching perspectives, for example. Thus, it is necessary to propose evaluation criteria in order to enable teachers who wish to apply LOs in the form of digital pedagogical games to choose from digital material repositories that adopt a perspective of language as interaction. After all, as says, “[] every word admits two faces.