Ines&Us: Endless Love Alternate Reality Game to Build Utopic New
Worlds
Valéria Andrade
1
, Marcelo Alves de Barros
2
, Fátima Vieira
3
, Rafael Barros de Sousa
1
and Leandro de Sousa Almeida
1
1
Semiarid Development Center, Federal University of Campina Grande (UFCG), Brazil
2
Systems and Computing Department, Federal University of Campina Grande (UFCG), Brazil
3
Universidade do Porto, Portugal
Keywords: Inezian Literature, Alternate Reality Games, Literature Teaching-Learning, Women Empowerment, Social
Challenges, Utopian Thinking.
Abstract: The eternal challenge of teaching-learning literature is to delight educators and learners by reading and
make them agents multipliers of the experience of reading perceived as a process of transformation of
people and creation of utopian and possible worlds. This work explores the concept of endless love of Pedro
and Inês praised in the Inezian myth, together with a gamified technological platform accessible to the
population through the cell phone, to create a serious game of performative reading and production of
multimodal texts to creation of social entrepreneurship projects. The initial application of IU Endless Love
game indicates that it may influence teen students and adults be changed from conventional literature
readers to be builders of utopic worlds who use their available resources to 1) to train readers on a large
scale, 2) to spread the Inezian myth in Brazil and Portugal, 3) to facilitate the understanding and definition
of reading objectives, 4) to incentive social entrepreneurship and 5) to fight the two critical social scenarios
in their region concerning violence against women and hunger.
1 INTRODUCTION
Together with the problem of the low level of
reading and writing capabilities of young people
demonstrated in several countries by PISA report
(PISA2016), we have the problem of violence
against the woman. According to data from the
United Nations report one in five women and girls,
including 19 per cent of women and girls aged 15 to
49, have experienced physical and/or sexual and/or
domestic violence by an intimate partner with the
last 12 months (United Nations, 2015). Yet, 49
countries have no laws that specifically protect
women from such violence. This is an indicator of a
great challenge for our society, included in the Goal
5 on the United Nations Sustainable Development
Goals, whose solution goes unquestionably through
the preparation of youth, by developing its reading
and writing skills, to rewrite the future of humanity
in its own words and actions, in a reading-acting
revolution. In Brazil, phenomenon of violence
against women is taking on frightening proportions,
at least since 2013, when the country climbed to 5th
place in the world ranking of feminicide. The 107
cases of feminicide registered in the first 20 days of
2019 in the country (Garcia, 2019), however, speak
eloquently of the insufficiency and inefficacy of
governmental strategies and actions to break the
cycle of this epidemic violence, as well as of the
inefficiency to apply existing knowledge to facing
sociocultural challenges of this dimension.
A history of love, lived in real life between a
woman and a man, has been challenging for almost
seven centuries the space-time line of history itself
and becoming a myth of Portuguese nationality has
also been challenging the poetic imagination in the
field of arts, in particular the literary. From the
renaissance epic of Os Lusíadas, in Camões, to the
postmodern rhapsody of A Boba, in Estela Guedes,
the loves of Inês de Castro and Pedro have already
been narrated in the most different media and
formats by storytellers of various nationalities for in
addition to the Portuguese from their languages and
their historical-cultural perspectives. The
Andrade, V., Alves de Barros, M., Vieira, F., Barros de Sousa, R. and Almeida, L.
InesUs: Endless Love Alternate Reality Game to Build Utopic New Worlds.
DOI: 10.5220/0007770405650572
In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 565-572
ISBN: 978-989-758-367-4
Copyright
c
 2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
565

posthumous consecration of Ines as Queen of
Portugal at the behest of Dom Pedro, who loved her
much more than the royal throne destined for him,
would perpetuate her as the protagonist of "love to
the end of the world" (the Inezian myth) and also as
the victim of a feminicide, avant la lettre, committed
in the fourteenth century, in 1355, in a context of
conflictive family relations generated by reasons of
political background, at the behest of the King of
Portugal, Alfonso IV, Pedro's father.
This incessant challenge of promoting the
charm for reading, in addition to enchanting
educators and students through reading practice,
with an emphasis on literature, is to make them
multipliers of the experience of reading perceived as
a process of transformation of people and creation of
utopian worlds in which the experience of writing
registers as a creative instance for ordinary people,
child and teenage girls and boys, women and men, in
a formative-pedagogical context, who live the "real
life" of social inequalities, as gender inequality, also
in school spaces, have guaranteed their right to learn
to recreate the world and their ways of being in it,
constructing new meanings about gender relations in
general, and affective ones in particular, based on
equity and respect for oneself and for the other.
Is the concept of infinite love advocated in the
Inezian myth, embedded in a gamified technological
platform accessible to the population by means of
the cellular telephone, capable of influence the
attitude of the reader of the Inezian work to
transcend his personal transformation in relation to
reading and feminicide in order to live also an
attitude of commitment in a solidarity movement
that goes beyond the fight against gender violence?
In order to answer this research question, it was
elaborated and tested in this work a serious game of
performative reading and production of multimodal
texts based on the Inezian myth and of social
entrepreneurial performances, to lead readers-actors
to the reconstruction of utopian personal worlds
(female and male self-images), to the reconstruction
of utopian worlds of the genre of the other (gender
relations), and to the reconstruction of utopian
worlds of citizenship.
2 RELATED WORKS
Breaking with the verbal as the only way of human
language, poets of various aesthetic expressions, in
the last five hundred years, have created narratives
that recall the love and tragedy of Inês de Castro and
reaffirm their symbolic reign. Above all, these poets
update social processes in which women and men
construct themselves as subjects of femininities and
masculinities and thus establish relations among
themselves, affective or not, involving or not the
sexuality. By means of critical analyzes of works of
these collections, among them the literary one, one
can propose interpretative hypotheses around
instances of symbolic action of the Inezian myth in
the construction of gender identities in socio-cultural
contexts such as Portuguese, as was done from the
recreations of Inês de Castro produced by
contemporary Portuguese playwrights (Andrade,
2010).
In Portugal, where the 393 cases of feminicide
registered between 2004 and 2014 (Teixeira, 2015,
p.16), the Art’Themis Project - Young Protagonists
in Gender Preventionand Equality implemented
systematic actions of awareness and prevention of
sexist and racist behaviour in schools in Porto and
Matosinhos in the school year 2014/2015that
supported research such as carried out at University
of Porto whose good results include an interactive
experience between students and plastic artist in the
co-production of works carried out during a live
painting session integrated with a debate among the
participants on raise gender equality awareness,
(Teixeira, 2015), such as community experiences
around the world that show the power of storytelling
to generate criticism and collective action as well as
to stimulate engagement and active citizenship
(Solinger, Fox, Irani, 2008). In Brazil, governmental
and non-governmental organizations initiated the
Pact and the National Policy to Combat Violence
against Women the Special Secretariat for Policies
for Women (SPM) to debate policies in pursuit of
gender equality, as established as goals in the SDGs,
among them policies of economic autonomy and of
encouraging political participation, insertion in
power spaces and new educational approaches,
considering the multifaceted and structural character
of gender violence, in its foundations linked to the
patriarchal culture (Bugni, 2016).
In Portugal an Brazil there are works developed
in primary and secondary schools that aims to
promote a more playful contact and creative of
children and adolescents with the reading practice of
the Inezian theme, instrumented by art-educational
practices such as dramatization, singing,
vocalization, animation with elements of drawing,
collage and cartoons performed by students with
partnership and supervision of teacher. But data such
as those recorded in the Observatory on Dating
Violence in 2018 shows that pedagogic works at
schools related above have no yet enough synergy
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566

with government strategies and no achieve massive
reach and impact for a cultural change, from a
transformation of the gender consciousness, from the
masculine and feminine perspectives (Neves, 2018).
None of these works have used alternate reality
games to create a perception of endless love based
relationship between citizens nor to make
adolescents and young people to transcend endless
love concept from inezian myth to create social
entrepreneurship projects based on endless love
concept.
3 INES&US APPROACH
The IU (Inês&Us) game is created based on
ReadAct approach to build alternate-reality serious
games which blend storytellying, tutorial-based
education and theatrical reading (and writing) of
multimedia contents about a given social problem
(Barros and Andrade, 2018). This approach aims to
empower teachers and students of a school to take
individual or collective action to solve a given
problem (the different forms of violence against
women, in the IU game) in the context of their
community, using principles of utopia to build new
worlds (More, 1985) while they live a hero’s journey
(Campbell, 1949) that impacts his culture in a
gamified experience (Huizinga, 1955).
Utopianism is used in IU to lead players to
transforming their attitude of the future from
optimized, fictional or projected scenarios of
research hypotheses or actions to build new better
worlds that overcome challenges as these of fight
violence against women and reduce hunger (Vieira,
2011). In fact, as the proactive citizens of Utopia
(More, 1985), in IU’s theaters the players read about
Inês and Pedro´s endless love in the morning,
afternoon and in the evening in different ways
allowed in the game by IU´s transmedia facilities to
build through utopianism, new possibilities
concerning women empowerment and hunger
reduction by following discovery, experimentation,
creation and innovation steps of social
entrepreneurship process.
Besides gamification techniques of conventional
games that are used in its mobile app, the IU game
also offers a web geo-referenced information system
for teachers and specially appointed tutors to create,
dispatch and manage missions for the players in the
real world in addition to theatrical reading and
assignments that explore principles of
crowdsourcing, utopia, incentives engineering,
knowledge management, trust verification, and
entrepreneurship and e-commerce. The game is
played in 5 missions as illustrated in Figure 1.
3.1 Inês&Us Gameplay
The experience of reading performance in alternate
reality to promote knowledge and enjoyment of the
historical-mythical narrative of Inês de Castro and to
create new worlds is lived by groups of players and
at least one teacher, through 5 missions (5 levels of
difficulty and maturity) in 3 stages: the school
(missions 1, 2 and 3), cyberspace (mission 4) and
community (mission 5).
In dreaming mission the educator brings to your
classroom an utopian world created by him, as a way
to present for his class a seed book about the endless
love of Pedro and Ines. This is done in a
performative way, to encourage participants to
dream about the theme of the IU game that is the
powerful love that goes beyond even the death and
moves a person who loves to do things that seem
impossible. The objective is to create in the players
an ideological, fantastic, mythical, epic inspiration
that will lead them to the creation of a new literary
work, using his skills to represent an utopic world
concerning this theme. Each player registers the first
version of their dream in the right place of the IU
mobile app, using text, with no preoccupation with
form and style. In diving mission players have time
to read the seed book and immerse themselves
intimately in the world built by its author. In this
dive he must identify the dystopias and utopias
present in the history of Pedro and Inês and choose
the ones he wants to reduce or amplify in his
construction of a new utopian world. Each player
enrich your dream of utopic world by the dreams of
the author and by the dreams of the history
characters, and register the second version of your
utopic world in the IU mobile app. In creation
mission players use their presence, their body in all
their sensory, creative and psychomotor dimensions,
and especially speech and writing, to reinvent, mimic
a new expression of theme and history, modifying it
if desired, creating a representation personalized
work of the seed-work, which is a new work of his
own. In this third mission, this new work is a mini-
story, in narrative, poetic or musical form, with a
limit of 25 words. This mini-story tells a new story
of Pedro and Inês, in which the cultural, ethical,
moral, intellectual, political and economic values
involved are influenced by the power of the endless
love of the Inezian myth to represent a new utopian
world that the player wants and if he has the courage
he will undertake to build it, in the real world, in
InesUs: Endless Love Alternate Reality Game to Build Utopic New Worlds
567

Figure 1: Inês&Us Gameplay and its 5 missions to improve capacity of players to transform a reading and writing
experience into a tool for building new utopian worlds from endless love of inezian myth.
missions 4 and 5 of the game. The communicating
mission is achieved in the endless love virtual place
in cyberspace. This part of web and mobile game
platform is configured as a cultural marketplace,
where all players create an utopian social business in
the virtual world in the form of a personalized social
network to preach the love that reaffirms their
gender, the gender of the other and support segments
of society formed by people in need (suffering
violence against women or hunger) with his literary
work and services. In this cyberspace agency they
share, by digital means, their versions of the story of
Inês and endless love written in their own mini-story
representing their utopian worlds. They also use the
social network communication tools to manage the
accesses of the beneficiary readers of their work and
the tangible and intangible values they offer for the
work offered in their agency (the mini-stories).Build
Utopic World, the 5
th
and last mission, is
accomplished in the community were the player live
or in this one the player chose to change. Each
player must interact with as many people as possible
in the community to win new readers who will be
transformed by this reading into voluntary members
of the player utopian cultural agency. Once they
have been shaped by reading and by transcendent
love preached by the player through his dream of
utopian world, these new readers must offer various
intangible and tangible assets of value to build the
new utopian world designed by the player and
shown directly or indirectly for his mini-story. These
assets may have different values represented by a
symbolic number of Utopic Declarations of Love
(UDL) depending on the different reactions of the
reader. All the information created in the experience
lived and all the assets with its values build in the 5
game missions are registered in synchronous and
asynchronous mode in the endless love virtual place.
The bridge that connects and transform love
from endless romantic love into endless transcendent
love is made of gamified performatic readings. In
the UI match presented in this article, it was made a
bridge between love needed to fight violence against
women, and love needed to fight hunger. This bridge
is chosen by players and teachers as the theme for
the construction of new utopian worlds.
After completing the fifth mission, players return
to school where they take the role of educators and
start a new IU game match, creating a cycle of
repetition of the 5 missions, now using their own
utopic worlds as the powerful energy needed to
promote the reading of other Inezian works that say
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about endless love with new possibilities to allow to
build new bridges that allows to pass new forms of
social entrepreneurship. These 5 interdependent
mission experiences are driven by a endless love
hero’s journey with narrative, interfaces, awards and
rules aligned with the 17 Sustainable Development
Goals (SDG), especially with the Goal 5: Achieve
gender equality and empower all women and girls
(United Nations, 2015). Other targets of other SDG
Goals may be a complementary aim of the match for
the 5
th
mission, like the target “By 2030, end hunger
and ensure access by all people, in particular the
poor and people in vulnerable situations, including
infants, to safe, nutritious and sufficient food all year
round”, of the SDG 2, chosen in our test experiment.
3.2 Inês&Us Rules
The hero’s journey to contribute to achieve Goal 5
and others Goals of the SDGs has the following
rules: 1. Mini-story can be of 3 textual modalities: a)
narrative, b) poetic and c) music (original music or
parody). 2. The mini-story must be registered in
digital form and sent to Endless Love Virtual Place.
3. The size limit of each mini-story is 25 words. 4.
Each player must win at least 10 epic readers for his
mini-story. 5. Each epic reader should send to
endless love virtual place at least one epic like with
its tangible and intangible values. 6. Epic likes can
be of 3 types: 1) like textual in the form of written
comment of up to 10 words, 2) like textual in the
form of audio of up to 30 seconds, and 3) like
embracing in the form of a selfie embraced with the
author of the mini-story, showing the mini-story
manuscript in a poster. 7. The epic like sending
message should begin with the identification of the
mini-story (title) and its author (name). 8. Value of
epic likes range from 1 to 3 utopic declaration of
love UDLs (Like epic type textual writing = 1 UDL,
Like epic type textual audio = 1 UDL, Like epic type
embracer = 2 UDLs, Like epic sublime = 4 UDLs,
Like epic gift = 6 UDLs). 9. The sublime epic like is
a like of any of the 3 types in which it is made
explicit that the reader felt an improvement of his
state of mind because of the message of the mini-
story. 10. The like epic gift is a like of any of the 3
types in which it is made explicit that the reader was
motivated to donate a kilo of non-perishable food
because of the message of the mini-story read and
explains why he is making the donation. This like is
a good with a tangible value (the food donated) and
an intangible value (the testimony) represented by
10 UDLs). The goods of tangible value received
(food) is delivered to the elderly institute of Sumé on
the last day of game match. 11. A reader can send
the same comment in the 3 possible formats
(writing, audio and embracing).
4 PRELIMINARY TESTS
Preliminary tests were carried out to evaluate the
impact of IU game on the pleasure of reading, in
Brazil-Portugal interculturality, in the reconstruction
of utopian personal-world of gender (female and
male self-images), in the reconstruction of utopian
worlds of the other gender (gender relations) and in
the reconstruction of utopian worlds of citizenship of
another (social entrepreneurship) that could be
improved. The preliminary validation experiment
was performed with a total of 32 peoples (19 to 35
years old, 23.5% male and 76.5% female) from
university for a duration of 6 weeks in the end of
2018. 2 people functioned as "teacher training
agents" in preparing the 5 missions in the real world
besides text, audio and video assignments and
orchestrating social and entrepreneurship actions in
the players communities. All the players played the
IU game composed by these 5 read-writing-acting
missions to create a literature social business and to
contribute to achievement of some target of SDGs
Goal 5 and SDG 2.
4.1 Mini-stories of New Worlds
The first impact of the experience of playing the IU
game is represented by the mini-story itself because
it represents the part that can be written of the new
utopian world created by the player from his
personal transformation caused by the reading of the
Inezian work. Here are shown only 2 mini-stories
illustrating changes made by the readers in the
original story. These changes were multiplied and
re-signified in their utopian entrepreneurial activities
in the community during the accomplishment of the
mission 5. Some evidences of new utopic worlds
building by readers are: a) 3 of the mini-stories
describe Inês as a black queen, an additional fact
that is incompatible with the original story that
demonstrates unequivocally the perception of these
players-readers of racial inequalities especially in
relation to women; b) in 90% of the mini-stories the
protagonist that represents Inês does not die; c) in
80% of the mini-stories written by players of
masculine gender, they militate against women's
rights and prevent Pedro's father from committing
femicide; d) in 100% of the mini-stories is included
the transcendence of the power of the love of Pedro
InesUs: Endless Love Alternate Reality Game to Build Utopic New Worlds
569

and Inês that moved him to crown her as a queen
after dead and to initiate an internal war in Portugal;
e) in 100% of the mini-stories the romantic love that
is the reference in the Inezian myth was transformed
into a new kind of love capable of moving people to
become social entrepreneurs. This latest
modification of the Inez myth is proven by the
creation of 30 utopic individual agencies by all
players to prevent the old people’s hunger at the
Sumé’s elderly care institute.
Figure 2: Two examples of mini-stories created by players
to building new utopian worlds from endless love of
inezian myth.
4.2 Personal Transformations
The first variable investigated in the tests was the
influence of the UI on the player's ability to perceive
and set goals for a reading and to transform a
reading and writing experience into a tool for
building new utopian worlds. This ability was
evaluated before and after the experience of playing
the UI. This was done by means of a test with 10
questions, whose answers indicate an accumulated
ability to read and write as an act of (re)construction
of utopian worlds and to promote in other people
(their future players) this reading and writing
experience with that power. Each question has
weight 1 and the maximum capacity (level 10 of
power) corresponds to the accuracy of the 10
questions. Figure 3 shows the results of the two
evaluations. It is observed that all players have
demonstrated the growth of this capacity.
Then the influence of the UI on the
entrepreneurial skills of the players was observed,
through an evaluation of the self-analysis each of
them made of their own power to construct new
utopicworlds through innovative reading and
writing. Each YES response indicates its belief in its
own power to engage in the construction of new
utopic worlds in relation to an aspect of the process
of transformation of the reading-writing experience
into a process of possible utopian worlds
Figure 3: Improvements in capability of players to
transform a reading and writing experience into a tool for
building new utopian worlds from endless love of inezian
myth.
construction. The changes in the number of
responses before and after playing the game,
illustrated in Figure 4, show the unequivocal
positive influence of the UI playing experience on
the following aspects of the utopian attitude: 1. Do
you enjoy reading literary texts? 2. Do you like to
give a practical sense of literary texts? 3. Are you
able to make a mini-story in narrative text? 4. Are
you able to make a mini-story in poetic text? 5. Do
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Capability After Capability Before
CSEDU 2019 - 11th International Conference on Computer Supported Education
570

you find it important to involve friends and family in
your school projects? 6. Have you ever learned a
subject studied at school in a reading game? 7. Do
you know how to create a utopian cultural
enterprise? 8. Would you dare to create a utopian
cultural enterprise? 9. Would you dare to run a
utopian cultural agency?
Figure 4: Changes of players for utopic attitude.
4.3 Social Entrepreneurship
Finally, it was measured the performance of the
players in mission 5 to build an agency to prevent
the old people's hunger at the Sumé’s elderly care
institute. Players have created a non-profit
organization with the following business model:
each player creates their own individual socio-
cultural agency that offers their mini-story as a good
of intangible value to their readers, and receives in
exchange from that reader a good whose value is
defined by the reader, based on his perception of the
value of the utopian world constructed by the player,
verified in the enjoyment of the reading of the mini-
stories and vision of the utopian world presented by
the player. These goods vary in value according to
rule 10 of the game, from a like on the UI mobile
platform up to 1 kilo of non-perishable food. All
participating players donate goods of tangible value
obtained in their reading campaigns (food donations)
to the association and this donates all of the assets to
the Sumé’s elderly care institute. As shown in
Figures 3 and 4, in this IU match all 30 players
engaged as founding members and achieved the
mission 5. In a 6-week experiment the game
generated 32 multipliers of Inês’s and Pedro’s
endless love of the mini-story genre, formed 932
intercultural Portugal-Brazil readers representing 6%
of the population of the city, transformed these
readers into social agents engaged to build a possible
utopian world who have transcended endless
romantic love of inezian myth to a endless solidarity
love for poor citizens, that had lead for donation of
food to prevent hunger in a local elderly people
institute.
5 CONCLUSIONS
The concept of infinite love from the myth of Inês,
together with a technological platform accessible to
the population by means of the cell phone, was
elaborated in this work to create a serious game of
performatic reading and production of multimodal
texts capable of generating 4 impacts: 1) to train
readers on a large scale, 2) to spread the Inezian
work in Brazil and Portugal, 3) to facilitate the
understanding of reading objectives, and 4) to
promote social entrepreneurship.
These initial application of IU Endless Love
game answer the research question showing that it
may influence teen students and adults be changed
from conventional literature readers to be utopic
worlds builders using their three major resources
that could be put to use in dealing with the two
critical social scenario in their region concerning
violence against women (SDG 5) and hunger (SDG
2): 1) insider knowledge - about the scenario itself
and appropriate solutions (e.g. from previous
experiences of similar crises in the same region); 2)
energy for social activity - to help solve problems
(when they or their communities are afflicted
themselves); and, 3) large numbers of flexible actors
who could be fielded to alleviate symptoms or
implement solutions - as compared to government
agents who get paid by the hours and are subject to
their strict work regulations. The experiment was
carried out with few players and new experiments of
playing IU with a large-scale population are been
carried out to validate this hypothesis.
ACKNOWLEDGEMENTS
The authors thank the students and teachers of the
undergraduate programs of education (Sumé) and
computer systems (Campina Grande) of Federal
University of Campina Grande (UFCG), Brazil, and
the Secretariat of Education of the cities of Campina
Grande and Sumé for their active participation. They
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InesUs: Endless Love Alternate Reality Game to Build Utopic New Worlds
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also thank the Brazilian Fund for Education
Development (FNDE), the Coordination for the
Improvement of Higher Education Personnel
(CAPES), Paraiba state's Foundation for Research
Support (FAPESQ-PB), and the Ministry of
Communications for the financial support to this
project.
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