Game-based Events for School Community Mobilization
Victor Prado
a
, Carla Delgado
b
, Mônica Ferreira da Silva
c
, Waldir Siqueira Moura
d
and Leandro Mendonça do Nascimento
e
PPGI, Universidade Federal do Rio de Janeiro, UNESA, PMDC, Brazil
Keywords: Technology, Games, School Community, Involvement, Tournament.
Abstract: Community involvement in school activities has long been the topic of studies, and while much has been
discussed in terms of its consequences and types of involvement, there is little research regarding events, as
a way to mobilize school communities in Brazil, especially game-based events. In light of Brazil’s poorly
perceived school environments as shown in 2018 PISA and the massive popularity of electronic games as a
hobby for Brazilian youth, this research will attempt to demonstrate how game-based school events can be an
effective way of involving school communities. This research followed a game-based city-wide project, which
occurred simultaneously in all schools of Maricá in Rio de Janeiro state, in Brazil, over the course of 2019.
While the project had many goals and activities, this article will aim on demonstrating the effects of its game-
based events in relation to school communities, as perceived by teachers and their students who participated
in the project.
1 INTRODUCTION
This research was based on Maricá-wide project,
named Ti-Games, which focused on using games in
all fifty schools of Maricá in the state of Rio de
Janeiro – Brazil, during the school year of 2019. The
project was composed of many game-based activities,
such as workshops, game tournaments and talks, and
was part of the city’s ongoing effort to build a game
development cluster. All fifty schools took part in the
activities, with more than 2500 students participating
directly, alongside approximately 400 school
teachers.
One of the main reasons for the research, is the
demand established by Brazil’s National Curriculum
guiding document – BNCC – for the use of technology
in schools beyond administrative use and how it states
the use of games to guide the learning process
(BNCC, 2018). Therefore, the main goal was to
examine Ti-Games impact on school community and
school routine, from the teacher and student’s
a
https://orcid.org/0000-0003-3960-7195
b
https://orcid.org/0000-0003-3570-4465
c
https://orcid.org/0000-0003-0951-6612
d
https://orcid.org/0000-0003-1545-7487
e
https://orcid.org/0000-0002-6917-4274
perspective, in order to understand if using games, in
a legitimate manner – by the institution, can help
mobilize the school community in a positive manner,
around this hobby and related activities.
This research aims to demonstrate the
encouraging involvement of school community on
said project and how students who participated, were
positively surprised to see the city, their school and
teachers supporting their participation on a
videogame tournament. The research will also show
how teachers directly involved, perceived the
participation of their students and community in this
project.
1.1 Terms and Definitions
The project here researched, Ti-Games, consisted of
numerous game-based activities, which included a
game tournament within every school and between
schools. However, while electronic game
tournaments are popular and already common, this
638
Prado, V., Delgado, C., Ferreira da Silva, M., Moura, W. and Mendonça do Nascimento, L.
Game-based Events for School Community Mobilization.
DOI: 10.5220/0011079100003182
In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 2, pages 638-645
ISBN: 978-989-758-562-3; ISSN: 2184-5026
Copyright
c
 2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

specific tournament had a different format, one
created for the goals of the project which in essence
are contrary to what usual competitions aim for - to
measure and rank the skills of participants. Hence,
when referring to the tournament, we are precisely
talking about Ti-Games tournament, which had no
intention of measuring how able students were in any
specific skill or game.
This research shall use the term “game” as
referring to electronic games of entertainment not
related to gambling, as it is commonly understood as
in Brazil. The research shall also use the term
“gamer” as those who play electronic games, for it is
also understood this way in Brazil and it is also how
the English dictionary Merriam-Webster defines such
term. When mentioning “game-based activities”, this
research is referring to activities that either use
electronic games or are about electronic games, such
as workshops centered on creating or explaining
aspects of game development and industry.
While the goal of this research is the observe if games
used in schools by the institution themselves can
result in a positive mobilization of the school
community, one of the goals of the project Ti-Games,
was to legitimize game use in schools. With
“legitimate”, the present research means ways in
which games, including commercial titles, can be used
by the school itself with its students and faculty. With
“school community”, this research means all those
involved, directly or indirectly, with school activities,
although, focusing mainly on students, teachers, and
student’s parents. As it will be explained, data was
collected from students and teachers, as this
relationship can be seen as the base from which other
relations derive in regard to school.
1.2 Necessary Study Delimitation
The project here researched, Ti-Games, had a series of
game-based activities in schools, aiming for the
legitimacy of its use by the institution, however, this
article focuses on how and if games can used as a tool
to mobilize school community, especially students
and teachers in relation to a common activity.
Therefore, the following segments will briefly
describe the Ti-Games project, having a greater focus
on the activities held for school community
involvement such as the second phase of the
tournament, where schools competed against schools.
It is important to note, that Ti-Games project was a
public initiative, and all events were free for those
involved and no school, student, family, or faculty
was obliged to participate.
This research will not focus extensively on forms
or impacts of parent active participation on school
affairs, since this is widely researched and
documented. This research, will instead, focus on
parent and teacher active participation via school
internal and external events, related to the project, Ti-
Games, which consisted of several game activities,
though with its core, being a School versus School
game tournament.
2 BRAZIL’S SCHOOL
ENVIRONMENT AND
NECESSARY CHANGE
In 2012, Brazil’s school dropout rate, according to
United Nations Development Program (UNDP), was
the third highest between countries researched, and
by 2019, Brazil national research, PNAD (2013),
indicated that more than half of people older than 25
years old, did not complete their basic education and
at least 29% of those who abandoned school, were
drive by lack of interest. Dropout rate continued to
rise in Brazil, with an increase in 171%, according to
2021 research by Todos Pela Educação. While there
are many reasons for abandoning school, the 2018
PISA indicated that Brazil school environment, as
perceived by students is place of loneliness, bullying
and indiscipline, one that did little effort to embrace
students (G1, 2018).
On average across OECD countries, 21% of
students had skipped a day of school and 48% of
students had arrived late for school in the two weeks
prior to the PISA test. In Brazil, 50% of students had
skipped a day of school and 44% of students had
arrived late for school during that period. In most
countries and economies, frequently bullied students
were more likely to have skipped school, whereas
students who valued school, enjoyed a better
disciplinary climate, and received greater emotional
support from parents were less likely to have skipped
school (OCDE, 2018).
The report also stated that 41% of the student’s
recognized indiscipline, 23% felt lonely in school and
13% self-declared feeling sad. PISA also stated that
improving school environment for students, is a
possible solution to help revert this scenario (OCDE,
2018), this is further corroborated by Brazilian
research on school indiscipline (Garcia, 1999), which
suggests that improving school image and
atmosphere, for students and parents, may help
generate school spirit, and the sense of belonging for
students, consequently creating a welcoming
environment.
Game-based Events for School Community Mobilization
639

2.1 The Need for School Community
Active Involvement
Discussions surrounding the needs, forms and
impacts of family involvement in school have largely
concluded that active family interest and participation
in school activities have positive results regarding
student achievement (Herman et. al, 1983). Studies
suggest that school endorsed events are effective
ways of involving and stimulating connectedness
with parents (Dove et. al, 2018).
School events offer ways to work with specific
student’s areas of interest, such as sports and arts,
stimulating further parent and student non-
compulsory participation. The planned structure of
events, which usually defines and limits, timewise,
ways for parent contribution and relevance, may also
explain why this type of official school activity is
effective in promoting involvement - as lack of
planning and mutual understanding, between school
and parents, are seen as the greatest barriers. (Cotton
et. al, 1989).
2.2 A Generation of Gamers
To understand the role of games as a tool for
mobilizing school community, it is imperative to
discuss today’s generation of students. According to
Prensky (2001), one of the main advocates for game
use in education and the need to adapt educational
systems for today’s generations, there is a disparity in
language between teachers – whom he sees as “digital
immigrants” and students – “digital natives”. For
Prensky, “digital natives” were born in a world with
digital interfaces, while “digital immigrants” saw the
development of these inventions, a difference that
leads to a gap in communication and perception of
new technological tools.
This discrepancy in communication between
students and teachers, is one of the main reasons why
many traditional schools, such as Brazil’s public
schools, feel dissonant with today’s technological era.
When considering there were 75,7 million gamers in
Brazil in 2019 (pacete, 2019) and 162 million internet
users, with a 75.7% technological penetration rate
regarding smartphones and internet (statista, 2021), it
is safe to suppose that most students are indeed
gamers. In this regard, game-based events may be a
viable option for schools, not only due to the
ubiquitous and accessible nature of this hobby, but the
value it may provide in adjusting school
environments to today’s youth reality.
2.3 Games and Social Connectivity
Philosopher Johan Huizinga (Homo, 1938) one of the
most cited game researchers, believed playing and
games can promote social grouping, and while
historically, games have been a part of human culture,
this notion recently reached headlines during the
Covid-19 pandemic, as the World Health
Organization recommended playing online games to
withstand social isolation. The ubiquitous and
cultural nature of games, along with the social
stimuli, during times of social isolation, may aid
explaining the recent steady increase in gamers aged
above fifty.
Other researchers, such as Jane McGonigal, had
previously indicated the social strengthening aspect
of games and how playing together may generate a
cooperative spirit, something that has been
thoroughly discussed in relation to group sports,
many of which are in fact games (Kamau, 2015).
However, one major issue with physical games,
considered sports, have always been the physical
demands and usual segregation of participants, based
on age, gender and weight, for the purpose of game
balance (Nixon, 2007) and while this offers a fairer
activity, it does limit the socialization potential of
games. In comparison, electronic games are more
physically accessible and can offer a more democratic
and inclusive group activity, reducing possible
differences between those playing together, this is
seen in electronic sports competitions, “e-sports”,
where there are usually no gender, age or weight
divisions. This was also seen in Ti-Games project,
and while it involved many game-based activities,
including competitions, it was not an electronic sport
competition, as stated here before.
3 PROJECT EXECUTION
Ti-Games project had as one of its goals, to
implement the legitimate use of games in schools, by
the schools themselves, recognizing gaming culture
and stimulating new practices with games as an
educational tool. For this reason, the school versus
school tournament that took place in the second half
of the project, had no intention of being a real skill-
based competition, and instead, was focused on
promoting school spirit and involvement on a
common game-based event happening in all schools
of the city.
As mentioned before, the project had other game
centered activities such as workshops and talks for
students and teachers alike, however, this research
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640

shall describe events that were focused on involving
the whole school community.
In short, the project started with game centered
activities in all fifty schools of the city, offering talks
about the game industry and its professions,
workshops of game design and design thinking with
games, as well as a smaller tournament within each
school, to establish a school team for the second
phase of Ti-Games. These activities took place in
each school and were limited to fifty students, gamers
between the ages of 12 and 18. There was no limit of
participation for the faculty focused activities,
however, at least one school director was required to
be present, this legitimized the participation of the
school, as it signaled to its community that school
direction was onboard, this had positive effects as the
research will demonstrate. All schools received the
exact same activities and for the same number of
students, however, schools were encouraged to
organize their own game centered events, such as
team practice for the tournament, while waiting for
Ti-Games second phase. While this research did not
record such events, these were incentivized by the
project organization, as it was aligned with Ti-Games
goal of legitimizing games in school and stimulating
game culture.
When all fifty schools had received their Ti-
Games activities and consequently formed a school
team, the project advanced to the second phase, a
school versus school game tournament. On this phase,
schools had to participate with their teams on a
minimum of rounds to accumulate points and advance
towards the semifinals. These rounds were events
hosted after school hours, by schools that offered to
host, as well as some that were hosted in public
gymnasiums.
While not disclosed to students, points were
mainly awarded for collective effort made by each
school community, such as, being present in all
rounds, cheering for their team, helping other school
teams reach their designated rounds and online
support on social media; points for winning the game
contest on each round were only relevant as a
criterion for tiebreaking.
Over the first phase of Ti-Games, 2500 students
participated in the activities held within each of the
fifty schools of the city, out of which, ten students per
school managed to form the school team for the
second phase of the project. Any student of the school
could substitute for the school team, so having an
official team formed by ten students, was a mere
formality to bolster the moral of those students who
were more engaged in the first phase.
Since, mastery of specific games was not the
intention of the project, the tournament had a unique
format, with games not being announced until the day
of each round and with the organization behind the
tournament, reserving the rights of changing game
titles mid rounds, in case students had previously
played them. Every round, three games were
announced from amongst a pool of preselected
games, all of which were age and school appropriate
and were curated with the project’s goals in mind,
teams had to play all three games and for the same
number of times.
Teams that managed to win more matches in each
round, were awarded slightly more points, this
however, was not disclosed for students as not to deter
their personal efforts.
During this phase of the Ti-Games project, many
rounds were offered for schools to accommodate their
calendar and avoid eliminating teams due to being
unable to participate on a specific day. For safety
reasons, only schools that confirmed attendance
could participate on these events, since most were
held within school grounds, however, there were
three open to public events, held in public
gymnasiums, that had different themes but were all
centered on further school community involvement,
these shall be described later.
Participation and attendance rewarded more
points than winning each round and to further
accommodate schools, teams could call in any student
at the school as a reserve in case the official team
could not attend. This rule also intended on including
all students on the responsibility of attending events
and eliminating any possible blaming. Parents were
asked by schools to take turns in taking teams to these
events, but many schoolteachers also took up the task
voluntarily and outside work hours, something that
was unexpected.
Aside semifinals and finals, there were three other
open to public events, all designed to involve those
beyond direct participation. Attending these events as
a school awarded extra points, but again, there were
no punitive measures incase teams could not
participate, especially since they were held during
weekends. One such event, was completely centered
on activities for student’s families, with workshops
and tournaments focused on parents and students.
The goal of these events was to allow involvement
and support of those close to students participating of
Ti-Games, such as neighbours, older brothers,
parents, and family friends. All three events had a
surprisingly high participation of family and friends
outside of school direct relations, however, this was
only observed and not measured quantitatively, as to
avoid any discomfort by those attending. The number
Game-based Events for School Community Mobilization
641

of teachers present on these three events was also
unexpectedly high, while many were directly
involved in the competition, their school received no
extra points for having faculty present and many of
those who participated, were in fact, with their family
which in many cases were not students at the schools
they worked in.
Source: research data
Graph 1: How students were involved with Ti-Games.
The semi-finals and finals were also open to
public events that took place in a public gymnasium
and during Saturday and Sunday, respectively.
Schools who accrued a minimum of points –
something undisclosed for schools but was met with
the minimum participation - during the second phase,
were able to participate in the semi-finals. For this
decisive round, a normal tournament format was
presented and advancement towards the finals was
mainly based on winning matches. The finals
happened the following day and counted with other
activities prior to the matches, to further stimulate
participation of schools who weren’t competing
anymore. Since this phase of the project was centered
on school community effort and involvement, the
main prize was a “gaming room” for the school and a
plaque containing the team’s names - this was
awarded to first and second place, as to further
diminish the competitive aspect of the project.
Data was collected via questionnaires (Appendix
A) from students and teachers (Appendix B) that
participated in the project, up to the semi-finals and
finals, collection was done during these two days,
with the goal to measure the project’s impact on those
who were engaged to the very end. Answering the
questionnaire was voluntary and the intention was to
note how these students and teachers perceived the
project and its impacts on themselves and on their
communities, which could lead to a better
understanding of the overall relationship of those
involved with their communities.
While semi-finals and finals were open public
events, and there were students present who did not
partake on the tournament directly, or participated
indirectly cheering for their school team, these
students did not receive questionnaires to answer. On
the same note, only teachers who accompanied teams
and were involved in previous activities of the project
were handed questionnaires to answer, although
regarding teacher’s results, there were less answers
than what was expected.
3.1 Analysis of Results
Research found that 59% of students had already
imagined themselves participating in game
tournaments, however, it is important to note that
these students wre those who participated the most,
and therefore, can be speculated that they had greater
propensity in seeing themselves in this reality. In
contrast, 81% of the students who answered, claimed
they had never imagined their school encouraging
their participation on a game tournament, a result that
when considering Pisa report (2018), regarding
school environment in Brazil, may indicate low
expectations, on behalf of students, towards their
school. This can be further corroborated with
teacher’s data collected, 54% stated having noted a
greater interest in school by their students, during Ti-
Games project. This may be aligned with what was
suggested as school image improvement for students,
in the research regarding Indiscipline in Brazilian
Schools (Garcia, 1999).
Results of both, students, and teachers, appear to
indicate effort from both ends towards participating
in the project, with 71% of students claiming they
were encouraged to participate by teachers. At the
same time, teachers were asked how their students
were involved in the project, if they were involved at
all, and unsurprisingly, all claimed their students were
involved in some way and with similar distribution in
relation to how they were involved, as show in graph
1.
Table 1: Who else in your school community was involved
with Ti-Games.
Little involvement
P
artial involvemen
t
A
lot of involveme
n
Students 0% 14% 86%
Teachers 14% 29% 57%
School Sta
ff
14% 14% 72%
School
Directors
0% 28% 72%
Parents and 14% 36% 50%
Teacher results further indicate school community
mobilization, for 64% of teachers perceived an
impact on school routine during Ti-Games, with only
7% claiming they noticed no change. Out of those
who claimed having perceived said impact, 86%
stated the impact was of positive nature. While the
CSEDU 2022 - 14th International Conference on Computer Supported Education
642

whole project did involve all schools in the city, with
more than 300 activities in total, most of these
activities were done in the first phase, with each
school receiving the same events for the same number
of students. This is noteworthy, as it might indicate
that schools may have kept internal game events,
unrelated to those of Ti-Games, such as school team
practice or other game centered events, in preparation
or in inspiration with the project.
This may be further suggested from students
answers regarding what they appreciated the most
from the whole project, with 61% expressing they
enjoyed knowing their city of Maricá was focusing on
game development. Another research, published in
2021, concluded the project had a positive impact in
improving students’ confidence in their professional
perspectives in the game industry (Prado, Victor, et
al. 2020) when related to this research’s analyses, this
could indicate the project’s success of starting a game
development cluster in Maricá, as it reveals student’s
perception of their community and city movement, as
a whole. Positive social impact may be further
deduced from the results of the same question in hand,
with 18% of students indicating that what they
enjoyed the most of Ti-Games, was making friends.
It is interesting to note the disparity between the most
picked answer and the second, which while both are
positive, could suggest that mobilizing the city in
favor of their interest may come prior to new
relations, even if this may be one of the goals of such
endeavour.
Due to ethical reasons and time constraints, there
was no data collected from parents or family,
however, as stated before, while school community
involves many relations, this research focused mainly
on student and teacher relation and their perspectives,
as most relations within the school community, derive
from this focal point. In this sense, teachers were
asked how they perceived their school community
involvement with the project over the year.
Unexpectedly, teachers perceived involvement of
other teachers was barely above 50%, which could
indicate a critical view of their colleagues, after all,
they were the ones accompanying their school’s team.
On the other hand, 86% claimed their students were
really involved with the project, which can
corroborate student’s claims over being encouraged
by their teachers and suggest a cooperation towards a
common goal. Two results, however, require further
consideration when analyzing towards answering this
research’s question, one being school director
involvement and the other regarding neighbours’
involvement. In relation to school director, 72%
claimed having perceived their participation, though
it was required that every school had at least, one
school director directly involved in activities, which
could indicate a non-voluntary participation. In
relation to neighbours, they were the least involved as
perceived by teachers, although it is worth
considering who they considered neighbours, as 50%
of teachers perceived a lot of parent’s involvement.
Figure 1: National and local media coverage. Source: For
Games (2022).
4 CONCLUSION
Ti-Games project involved all fifty schools of the city
of Maricá, over one school year, with 2500 students
and 400 teachers directly involved and many involved
indirectly, this social mobilization can be seen in
media coverage of the project as shown in figure 1.
School community participation during and after
school hours was fundamental for the project to take
place, as schools had to work to fit activities in their
schedule and many even hosted events for other
schools. Teams also had to be taken and supervised
by adults during external events, some of which took
place during weekends and holidays, factors which
did not deter the efforts of many teachers and can
indicate a sense of school spirit and representation
around some communities. This sense of school
representation could also be seen in the efforts of
schools, to mobilize students to cheer and support
their team during events, this is seen in graph 01, as
18% mentioned perceiving students participating by
watching and cheering for their team.
Nevertheless, due to limited resources and ethical
reasons, data was not extensively or directly collected
from the school community, which limits this
research to document the positive mobilization of the
school community, from teacher’s and student’s
perspective. As stated, teachers perceived greater
interest in school from their students during Ti-
Games and at the same time, students were surprised
to see their school encouraging their participation,
Game-based Events for School Community Mobilization
643

which could indicate a positive view of their school,
especially when considering students extensive
efforts for a competition with no individual prize.
This betterment of school image for students, as well
as the clear effort of the community involved, can
further corroborate studies suggesting that school image
improvement for students has a positive impact, as well as
studies indicating the positive
impact of parent’s
participation. It is worth noting results of study
aforementioned, which stated that students who
participated, displayed confidence in their chances of
winning future competitions, this could reinforce the
suggestion of family participation in school activities
having a positive impact in student achievement.
It is important to reenforce the fact that Ti-Games
was a public project, free of charge for participation
and that approximately half of the schools involved
were public, meaning that many schools were private.
At first, it was generally expected that private schools
would have an advantage, since transportation,
equipment for practice and general support for teams
could be provided by schools, this however, was not
the case, and public schools had better results in the
long run, including winning first and second place.
While this research did not extensively measure the
effects or nature of school community involvement, it
is clear, that there was a positive contribution of each
community. This indicates a possible direction for
future studies, thoroughly investigating the nature and
extent of the impact of such event, in different school
communities. Another future study could be on the
quantitative effects of school community
involvement, in relation to their team’s success, in
similar game tournament events, to better understand
the relevance and consequence of this support.
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APPENDIX
Appendix A – Teacher’s Questionnaire
Appendix B – Student’s Questionnaire
Game-based Events for School Community Mobilization
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