Research into mainstream (AAA) video games reveals a popularized form of militarized masculine entertainment that is synonymous with violence toward other men and sexualized violence toward women. The means of successful AAA game production are limited to those who have access to sophisticated game engines, advanced programming skills, and substantial financial backing. Consequently, a robust independent “indie” game industry has emerged to promote a greater range of game creation excluded from the AAA model. Drawing on political economic, feminist, and cultural studies approaches, this study seeks to trace the emergent trends and dynamics in the indie industry and analyzes common practices, strategies, and discursive themes of the Independent Games Festival (IGF), their hosting event, GDC, and their parent company UBM. This thesis contributes to media industry studies, game studies, and critical theory and highlights how economic logics shape social relations and influences processes of cultural change.

Made available in DSpace on 2016-02-05T18:30:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-10-29. Added 1 bitstream(s) on 2016-02-05T18:34:06Z : No. of bitstreams: 1 000857427.pdf: 964299 bytes, checksum: a51df913dd8c220e7f59657ecf0ba700 (MD5) / Com o aumento da população idosa, no Brasil, também podemos notar um aumento da expectativa de vida e a atenção à assistência à mesma, mais especificamente ao envelhecimento, o qual é caracterizado pelas reduções das funções do corpo gerando um desequilíbrio postural e quedas. A partir disso existem estudos demonstrando que os jogos eletrônicos, mais especificamente o Nintendo Wii, devido realizar uma interação física entre os jogadores realizando movimentos corporais acompanhando a imagem na tela, pode contribuir para uma melhora da postura física dos idosos e consequentemente, melhorar o equilíbrio. Um outro meio que visa promover uma prevenção às quedas é o Yoga, uma técnica milenar que visa proporcionar aos seus adeptos equilíbrio físico, mental e espiritual podendo também interferir no equilíbrio postural. O objetivo do estudo foi observar os resultados do treinamento com jogos e o Yoga no equilíbrio de idosos caidores. Foram avaliados 20 idosos com histórico de quedas, que realizaram os treinamentos durante 4 meses divididos em Grupo Yoga, constituído de 10 idosos, que realizaram a prática por um profissional 1 vez por semana com duração de 1 hora e Grupo Wii, constituído por 10 idosos, o qual realizou a prática 2 vezes por semana, com duração de 30 minutos cada sessão. A mobilidade foi avaliada pelo teste Timed and Up and Go (TUG). O medo de cair foi avaliado pelo FES-I. Foram adotados testes estatísticos apropriados para a comparação inter e intra-grupo antes e após o treinamento, com p ≤0,05. Após as coletas de dados foi observado que o Nintendo Wii surtiu um efeito maior em relação ao Yoga no quesito equilíbrio e medo de quedas, porém no âmbito subjetivo como: melhora do sono, maior disposição para as atividades diárias, redução da depressão, as duas técnicas utilizadas surtiram efeito positivo / With the increasing elderly population in Brazil, we can also notice an increase in life expectancy and attention to assisting them more specifically to aging, which is characterized by reductions in body functions generating a postural imbalance and falls. From this there are studies showing that video games, specifically the Nintendo Wii due conduct a physical interaction between players performing body movements accompanying the image on the screen, can contribute to an improvement of the physical posture of older people and thus improve balance . Another way that aims to promote prevention of falls is the Yoga, an ancient technique that aims to provide its supporters physical balance, mental and spiritual, and can also interfere with postural balance. The aim of the study was to observe the results with the training games and Yoga in the balance of fallers. They evaluated 20 elderly patients with a history of falls, which carried out the training for four months divided into Group Yoga, consisting of 10 elderly, who carried out the practice by a professional 1 to week lasting 1 hour and Wii Group, made up of 10 elderly which relizou practice two times a week, lasting 30 minutes each session. Mobility was evaluated by the test and Timed Up and Go (TUG). Fear of falling was assessed by the FES-I. Appropriate statistical tests were adopted to compare inter- and intra-group before and after training, with p ≤0,05. After the data collection was observed that the Nintendo Wii has had a greater effect in relation to Yoga balance Question and fear of falling, but in the subjective sphere as improved sleep, greater willingness for daily activities, reducing depression, the two techniques have heightened positive effect

Made available in DSpace on 2016-06-02T20:23:16Z (GMT). No. of bitstreams: 1 6309.pdf: 2183110 bytes, checksum: 7c20f011486603669966bb0ea914de46 (MD5) Previous issue date: 2014-09-15 / To fulfill its purpose, we will get this work started from the present conditions of the national videogame production. That is a rising industry with increasing attention from the national state because of its potential in many aspects, such as the economical, educational and artistic ones. At the same time, the industrial polices are restricted and discontinuous and the development experiences take place with a great deal of inequality, and the production is concentrated mostly in some specific locations, without a large development tradition. Because of that, we have chosen to carry out case studies about videogames produced with support resources from state agencies industrial polices. Thus, we search to analyze the effects of these initiatives in specific videogames, on their inherent content and form as well as aspects such as their team design, work method, their relationship with supporters and the task of videogame advertising and distribution. We search, in this sense, to understand how state oriented industrial policy can be seized, what are the difficulties faced by producers, the result oriented most successful ways of conduct and the mistakes that were made along the way. Such a manner, we propose to indicate some possible coordinates and prospects for the foreseeable future of the national videogame production. / Para cumprir seu objetivo, parte-se, neste trabalho, das condições atuais da produção nacional de games. Trata-se de um setor em ascensão que tem recebido atenção crescente do estado por conta de seu potencial em dimensões diversas, tais como a mercadológica, a pedagógica e a artística. Ao mesmo tempo, as medidas de incentivo são pontuais e descontínuas e as experiências de desenvolvimento ocorrem com bastante desigualdade, sendo a produção concentrada em algumas regiões, sem que haja uma grande tradição de desenvolvimento. Por conta disso, optou-se por realizar estudos de caso de games produzidos com aporte de recursos advindos de medidas de incentivo de instâncias estatais. Dessa forma, busca-se analisar as consequências dessas iniciativas em games específicos, tanto no que diz respeito ao seu conteúdo e forma intrínsecos quanto a aspectos como a configuração das equipes, sua metodologia de trabalho, sua relação com os apoiadores, o trabalho de divulgação e a distribuição dos jogos. Procura-se, assim, compreender de que maneira o apoio estatal pode ser aproveitado, quais são as dificuldades enfrentadas pelos produtores, as formas que obtiveram os melhores resultados e os erros cometidos. Através disso, propõe-se apontar algumas direções possíveis e perspectivas para o futuro da produção de games nacionais.

abstract: Game design and product design are natural partners. They use similar tools. They reach the same users. They even share the same goal: to provide great user experiences. This thesis asks, "Can game design build better product learning experiences, and if so, how?" It examines the learning situations created by and necessary for product design. It examines the principles of game learning. Then it looks for opportunities to apply game learning principles to product learning situations. The goal is to create engaging and successful product learning experiences, without turning products into games. This study uses an auto-ethnographic evaluation of a gameplay session as well as participant observation and interviews with gamers to gather qualitative data. That data is sorted with an A(x4) framework and used to create user experience profiles. The final outcome is a toolkit that identifies areas where game design could improve the design of product user experiences, especially for product learning. / Dissertation/Thesis / Masters Thesis Design 2016

abstract: This dissertation is about videogames. It is also about teaching, and the ways videogame design represents good teaching. However, this dissertation is not about videogames alone. It makes broad claims about teaching in- and out-of-schools in the 21st Century. Over the last few decades many scholars have been impressed by the rich forms of learning going on out-of-school. In particular, the emergence of digital and social media has fueled interest in informal learning while often ignoring or effacing the critical role of teaching. Indeed, the term “informal learning” is common while the term “informal teaching” barely exists. At the same time, the learning sciences have made progress on understanding how learning works based on empirical evidence of how the mind operates. While this research is not well implemented in many of our schools, it is well represented in much out-of-school learning (such as in videogames). This dissertation argues that there is a body of evidence germane to good teaching, that many learning principles celebrated today in out-of-school learning are actually teaching principles, and that good videogames can give us insights into how teaching can work as a form of design with or without games. The dissertation then develops a model of distributed teaching and learning systems which involve designed- and emergent organization of various teaching and learning “sites”. Finally, the dissertation looks at the rhetorical function of teaching in building a “deliberate learner,” one whose goal is not simply to know and do things, but to become a certain type of person committed to new ways with words, forms of interaction, and values. Rhetoric, teaching, learning, and design of all sorts have been set free from institutions and turned loose into a market place of ideas and sites. In the face of this market place we need to engage in discussions about who we want to be, who we want others to be, and what world we want all of us to live in. These discussions will center not just on “truth”, but on values as well—which is exactly where, in a high-risk imperiled world, they should be centered. / Dissertation/Thesis / Doctoral Dissertation English 2016

abstract: This dissertation shares the results of a study of the community of the mobile augmented reality game Pokémon Go. It also serves to build on and expand the framework of Distributed Teaching and Learning (DTALS), which here is used as a framework through which to explore the game’s community (Gee & Gee, 2016; Holmes, Tran, & Gee, 2017).  DTALS serves to expand on other models which examine learning in out-of-school contexts, and in particular on the connections between classroom and out-of-school learning, which numerous scholars argue is of critical importance (Sefton-Green, 2004; Vadeboncoeur, Kady-Rachid, & Moghtader, 2014). This framework serves to build bridges as well as fill gaps in some key literature on learning in out-of-school contexts, including connected learning (Ito et al., 2009), participatory culture (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009), learning ecologies (Barron, 2006), and affinity spaces (Gee, 2004; Gee & Hayes, 2012). The model also focuses on teaching in addition to learning in and across informal contexts. While DTALS can be used to examine any number of phenomena, this dissertation focuses on the community around Pokémon Go. The game, with its emphasis on geography and community, presents unique opportunities for research. This research draws on existing video game research which focuses on not only games but their communities, and in particular the learning and literacy activities which occur in these communities (Gee & Hayes, 2012; Hayes & Duncan, 2012; Squire, 2006; Steinkuehler, 2006). The results here are presented as three separate manuscripts. Chapter Two takes a broad view of a local community of players, and discusses different player types and how they teach and learn around the game. Chapter Three focuses on families who play the game together, and in particular three focal parents who share their perceptions of the game's merits, especially its potential to promote family bonding and learning. Chapter Four discusses teaching, in particular guides written about the game and the ways in which they are situated in particular Discourses (Gee, 2014). Finally, Chapter Five offers implications from these three chapters, including implications for designers and researchers as well as calls for future research. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018

Background: It is widely recommended that children engage in at least 60 minutes of moderate-to-vigorous physical activity (MVPA) per day for health, well-being and development benefits. However, few Hong Kong children are physically active. Environmental factors unique to Hong Kong, such as dense population, highly urbanized, and high level of outdoor air pollution, suggest need to develop indoor PA programs. Active video games (AVGs) may provide an innovative approach to designing such indoor programs. Aim: This thesis sought to identify opportunities for interventions using AVGs to promote PA among children, and to develop and evaluate the effect of an AVG intervention on PA among Hong Kong Chinese children. We also intended to clarify the mechanisms of the intervention. Methods: Three studies were undertaken for the aim of the thesis. First, a systematic review was conducted to evaluate the effects of AVGs on PA and PA-related outcomes (i.e. psychosocial factors and fitness) among healthy children. Secondly, a validation study was conducted that examined the validity and reliability of three scales used to measure PA-related self-efficacy, social support, and enjoyment among Hong Kong Chinese children aged 9-12 years (n=273). Third, a quasi-experimental study was conducted that examined the effects of a school-based AVG intervention on PA, sedentary time, body composition, and psychosocial factors (self-efficacy, social support, and enjoyment) among Hong Kong children aged 9-12 years (n=87). Moderation and mediation effects of psychosocial factors on PA were also tested in the study. Results: In the first study, fifty-four articles were identified in the review. AVG led to light to moderate intensity PA among children. No effect was identified of AVG on PA in the home setting. Structured AVG play (i.e. AVG play of participants organized by teachers or researchers) may improve PA. However, none of the previous school-based AVG interventions have measured habitual PA objectively. In the second study, confirmatory factor analyses supported the one-factor structure of the tested scales. All of the psychosocial factors (self-efficacy, social support from family, social support from friends, and enjoyment) were significantly (p<0.01) associated with self-reported PA (r ranged from 0.23-0.40). All of the scales suggested acceptable internal consistency (Cronbach’s alpha>0.7) and test-retest reliability (intraclass correlation coefficient>0.7). The third study found that an AVG intervention delivered during after-school hours, approximately twice a week, significantly (p<0.05) increased total PA (counts per minute) and reduced sedentary behavior at week 8. However, this treatment effect was not maintained at 15 weeks when the frequency of AVG play decreased to approximately once a week during weeks 9-15. No significant differences were noted on body mass index z score and percentage body fat, and PA related psychosocial factors. The measured psychosocial factors did not act as mediators or moderators in this intervention. Discussion: AVGs may be useful to promote PA of children when it is structured. Future interventions should consider the frequency of AVG play in order to increase PA. AVG play should occur at least twice a week based on current research. Other components may be necessary to enhance the treatment effects of AVG interventions on PA among children.

The Rhizo-narrative är en undersökning som handlar om att kombinera rhizomatik med narrativa strukturer inom datorspel. Vi vill veta hur rhizomatik som verktyg för narrativ påverkar datorspel. Detta uppnår vi genom lekfulla experiment och koncept. Denna text går igenom vårt syfte med arbetet, varför vi har valt att jobba med dessa begrepp, hur vi jobbar med dessa begrepp och vilka resultat vi har fått av arbetet samt en utförlig diskussion kring våra resultat, problem och framtida tankar kring rhizmatiska narrativ för datorspel. / The Rhizo-narrative is an investigation about what happens when you combine rhizomes with video game narrative structures that researches and documents the process. We want to know how rhizomes affects video game narratives when used as a tool for developing the narrative itself. We achieve this through creative experiments and concepts.   Within this text we go through the purpose of our project, why we chose to work with the terms we worked with, what those terms mean, the results we achieved as well as a detailed discussion about said results, problems and challenges we faced during the projects lifetime. We end with our future thoughts about rhizome based narratives within video games.

Orientador: Cynthia Yukiko Hiraga / Banca: José Ângelo Barela / Banca: Luiz Eduardo Pinto Bastos Tourinho Dantas / Resumo: Dificuldades na coordenação motora com causa desconhecida são indicativos do Transtorno do Desenvolvimento da Coordenação (TDC). Indivíduos com TDC apresentam déficits na percepção visual e integração visomotora. No presente estudo buscou-se investigar o efeito de um programa de intervenção baseado em tecnologia de Realidade Virtual (RV), com a utilização do console Nintendo Wii em crianças com TDC e de Desenvolvimento Típico (DT). Foi utilizada a bateria de testes MABC-2 para avaliação motora e a bateria de testes Beery VMI para avaliação da coordenação viso-motora. Participaram deste estudo 34 crianças com idades entre 7 e 11 anos de idade (M = 8,47; DP = 1,96), divididas em dois grupos (pTDC e DT) de igual tamanho pareadas por gênero e idade. Foram aplicadas 24 sessões de intervenção utilizando jogos do Nintendo Wii divididas em 8 semanas. Os resultados mostram melhora significativa de ambos os grupos no desempenho dos jogos, melhora no desempenho do teste MABC-2 e componente de integração visomotora do Beery VMI por parte do grupo com pTDC e melhora no componente de percepção visual do Beery VMI por parte do grupo DT. Estes resultados sugerem que um programa de intervenção baseado em RV é opção viável em termos de aplicação e benefícios para crianças e adolescente com pTDC / Abstract: Difficulties in coordination with unknown cause are indicative of Developmental Coordination Disorder (DCD). Individuals with DCD have deficits in visual perception and visual-motor integration. The present study aimed to investigate the effect of an intervention program based on Virtual Reality technology (VR), using the Nintendo Wii console for children with DCD and Typical Development (TD). We used a battery of tests MABC-2 for motor assessment and Beery VMI test battery to assess visual-motor coordination. The study included 34 children aged between 7 and 11 years of age (M = 8.47, SD = 1.96), divided into two groups (pTDC and DT) of equal size matched for gender and age. 24 sessions were applied intervention using the Nintendo Wii games divided in 8 weeks. The results show a significant improvement in both groups in game performance, improved test performance and MABC-2 component of the visual-motor integration Beery VMI from the group Ptdc component and improvement in visual perception by VMI Beery DT group. These results suggest that an intervention program based on RV is viable option in terms of application and benefits for children and adolescents with pTDC / Mestre

Orientador: Maria Antonia Ramos de Azevedo / Banca: Laura Noemi Chaluh / Banca: Tania Regina Laurindo / Resumo: Este trabalho investiga os princípios pedagógicos de Paulo Freire e Rudolf Steiner para dialogar com a realidade discente, influenciada pelos meios eletrônicos - televisão, videogame e computador. A abordagem é qualitativa e utiliza para a coleta de dados análise documental e entrevista semiestruturada. As equipes gestoras e três professores de cada escola, uma waldorf e outra freireana, ambas do interior de São Paulo, foram entrevistados. Para análise dos dados utilizou-se o paradigma indiciário proposto por Carlo Ginzburg. A partir desses dados, concluiu-se que as duas pedagogias apresentam em comum a não utilização de apostilas e o incentivo à autonomia dos professores. Em complementação, a waldorf prioriza o desenvolvimento individual dos alunos para beneficiar o social e a freireana, o contexto social como base formativa para a construção do indivíduo. Ao abordar os meios eletrônicos identificou-se cautela: a pedagogia waldorf defende as vivências artísticas e um ritmo diferenciado de condução dos conteúdos, como alimento que supre as necessidades dos alunos; a pedagogia freireana acredita na interdisciplinaridade dos conteúdos, praticados em forma de projetos que se modificam ano a ano, despertando o interesse dos alunos. Steiner e Freire não viveram a tecnologia do século XXI, mas suas contribuições alertam para que os meios eletrônicos não constituam o âmbito mais fundamental no contexto escolar; pois, a educação humanística, defendida por ambos, luta pela valorização de um Homem historicamente situado no mundo de forma crítica e autônoma. O ser docente deve educar-se permanentemente, ao considerar o discente num agir a partir do ser e reconhecer / Abstract: This paper investigates the pedagogical principles of Paulo Freire and Rudolf Steiner in how they approach the student reality, as influenced by electronic media - television, videogame and computer. The methodology is qualitative and data were collected in the pedagogic projects and semi-structured interviews. The management teams and three teachers from each school, one Waldorf and one Freire, both in the interior of São Paulo State, were interviewed. Data analysis used the evidentiary paradigm proposed by Carlo Ginzburg. It was concluded that the two pedagogies have in common not using handouts and encouragement of the teacher‟s autonomy. In addition, the Waldorf prioritizes the individual development of students towards the social, and Freire, the social context as a formative basis for the construction of the individual. In addressing the electronic media, it was identified care: the Waldorf pedagogy defends the artistic experience and an individual pace of driving of the contents, as impulse to meet the needs of students; Freire's pedagogy believes in the interdisciplinary content, practiced in the form of projects that change every year, attracting the interest of students. Steiner and Freire did not live with twenty-first century technology, but their contributions warn that electronic media are not the most important part in the school context; therefore, humanistic education, advocated by both, seeks to educate the individuals critically and independently, historically situated in the world. To be a teacher imply educate himself/herself permanently, and consider the student action from student‟s being and recognizing / Mestre