Submitted by Isac Macêdo (isac@ioc.fiocruz.br) on 2013-10-15T13:22:02Z No. of bitstreams: 1 MA 2010 - Mariana Adade Pampolha da Silva.pdf: 1820646 bytes, checksum: b7651c92f4edc12376e8726f388012c1 (MD5) / Made available in DSpace on 2013-10-15T13:22:02Z (GMT). No. of bitstreams: 1 MA 2010 - Mariana Adade Pampolha da Silva.pdf: 1820646 bytes, checksum: b7651c92f4edc12376e8726f388012c1 (MD5) / Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Rio de Janeiro, RJ, Brasil. / Frente ao fracasso das políticas preventivas focadas apenas na condenação do uso de determinadas drogas e os preocupantes dados sobre o consumo de substancias psicotrópicas entre estudantes no Brasil, este estudo teve por objetivo contribuir para o desenvolvimento de iniciativas voltadas para a prevenção do uso indevido de drogas entre jovens escolares, orientadas pela abordagem da Redução de Danos. A pesquisa está calcada no pressuposto de que as ações educativas devem ser elaboradas a partir do conhecimento das informações e experiências da população em relação ao tema tratado e por uma abordagem pedagógica participativa e dialógica, a fim de construir propostas adequadas à realidade do grupo ao qual a ação se destina. Por meio de entrevistas semi-estruturadas, este trabalho teve como objetivo investigar o conhecimento, as representações e as práticas sociais acerca do consumo de drogas lícitas e ilícitas de um grupo de 40 escolares, do ensino médio e fundamental, de ambos os sexos, na faixa de 11 a 19 anos, da rede pública e particular do Estado do Rio de Janeiro. Os resultados da pesquisa, somados à revisão bibliográfica, fundamentaram a atualização do conteúdo do Jogo da Onda (FIOCRUZ/ Edições Consultor, 1998), um jogo educativo sobre o uso indevido de drogas, orientado pela abordagem da redução de danos. O jogo já foi avaliado e adotado em programas de educação em saúde no país e se encontra esgotado desde 2008. Os achados revelam que a maioria dos estudantes possuem uma concepção negativa sobre as drogas ilícitas, enquanto as drogas lícitas não são percebidas como de risco; foi observado que os alunos desconsideram a singularidade dos elementos envolvidos no consumo (o sujeito, o tipo de droga e o contexto de uso). A revisão do Jogo da Onda permitiu a atualização de parte do conteúdo do jogo e a proposição de novos conteúdos relacionados ao consumo de bens materiais e simbólicos, à discriminação, à educação sobre drogas, às mídias e mediações socioculturais, à motivação e aos relacionamentos afetivos e sexuais. Frente à carência de formação dos profissionais de ensino na área de drogas e de recursos educativos participativos sobre o tema, os resultados do presente estudo poderão subsidiar o incremento de práticas educativas sobre drogas e temas afins, voltados para o contexto formal e informal de ensino. / Faced with the failure of preventive policy focused only on the condemnation of the use of certain drugs and the concerning data on the consumption of psychotropic substances among students in Brazil, this study aimed to contribute to the development of initiatives aimed at preventing drug abuse among young students, guided by the approach of Harm Reduction. The research is based on the assumption that educational activities should be developed from the knowledge on information and experiences of the population on the subject and with a participatory and dialogic teaching approach in order to build appropriate proposals to the reality of the group that the action is intended to. Through semi-structured interviews, this study aimed to investigate the knowledge, representations and social practices on the consumption of licit and illicit drugs of a group of 40 students, from primary and secondary school grades, both sexes, range of 11-19 years of the public and private schools of the State of Rio de Janeiro. The survey results, together with the literature review, founded a base on updating of the contents of the Jogo da Onda (FIOCRUZ / Publishing Consultant, 1998), which is an educational game about the misuse of drugs, guided by the harm reduction approach. The game has already been evaluated and adopted in health education programs in the country and is sold out since 2008. The findings reveal that most students have a negative conception of illicit drugs, while legal drugs are not perceived as risky; it was observed that students do not consider the uniqueness of the elements involved in the consumption (the subject, the type of drug and context of use). The revision of the Jogo da Onda allowed to update the game content and proposals for new contents related to the consumption of material and symbolic goods, discrimination, drug education, the media and socio-cultural mediation, motivation and emotional and sexual relationships. Considering the lack of training of teachers in the area of drugs and participatory educational resources on the topic, the results from this study can support the growth of educational practices on drugs and related topics, focusing on the context of formal and informal education.

Por considerar que o uso das tecnologias de informação e comunicação às práticas pedagógicas, aliadas à abordagem dos assuntos nucleares é tema relevante, desafiador e ainda pouco explorado, o presente projeto visou criar um espaço de reflexões acerca das relações de aprendizagem e o papel do professor em sala de aula no contexto escolar de nível médio. Para o desenvolvimento dessa pesquisa, utilizou-se metodologia qualitativa. Como instrumentos de coleta de dados utilizaram-se gravações de áudio e vídeo, anotações em diários de aula, produções textuais dos sujeitos investigados e arquivos de registro da navegação realizada no ambiente do software educativo. A utilização de recursos digitais e, principalmente, do software educativo Cidade do Átomo, possibilitou a realização do exercício de representações de papéis, cujo objetivo é abordar assuntos científicos e tecnológicos polêmicos, tal como os relacionados à produção de energia elétrica a partir da energia nuclear. Nessa atividade, os estudantes interpretam diversos papéis de um mesmo contexto, defendendo e debatendo os pontos de vista convergentes de seus personagens. Foi possível evidenciar na participação dos estudantes por meio de questionamentos e relações estabelecidas entre seus pares e com os recursos tecnológicos a formação de um ambiente de interação proveitoso. Esta constatação evidencia a potencialidade do espaço educativo formado, que resultou em reforço do processo ensino-aprendizagem. / By considering that the use of information technology and pedagogical practices communication allied with an approach of nuclear subject it’s a relevant, challenging and yet not well developed theme, the present project aimed to create speculative space about the learning relationship and the role of the educator in a middle school context. To the development of this research were used a qualitative methodology. As data collecting instrument were used audio and video recordings, diary class annotations, textual productions of the analyzed subjects and navigation record files of the educational software ambient. Use of digital resources, mainly the educative software “Cidade do Átomo”, enabled the roleplaying game, whose objective is the approach of scientific and technologic polemic subjects, such as the nuclear energy production. In this exercise, the students played various roles on the same context, defending and debating their characters point of view. By the use of questions and discussion of the peer relationship with the technological resource, was possible to bespeak a beneficial interactive environment. This statement endorses the potentiality of the educative space, which resulted in a reinforcement of the teaching-learning process.

Por considerar que o uso das tecnologias de informação e comunicação às práticas pedagógicas, aliadas à abordagem dos assuntos nucleares é tema relevante, desafiador e ainda pouco explorado, o presente projeto visou criar um espaço de reflexões acerca das relações de aprendizagem e o papel do professor em sala de aula no contexto escolar de nível médio. Para o desenvolvimento dessa pesquisa, utilizou-se metodologia qualitativa. Como instrumentos de coleta de dados utilizaram-se gravações de áudio e vídeo, anotações em diários de aula, produções textuais dos sujeitos investigados e arquivos de registro da navegação realizada no ambiente do software educativo. A utilização de recursos digitais e, principalmente, do software educativo Cidade do Átomo, possibilitou a realização do exercício de representações de papéis, cujo objetivo é abordar assuntos científicos e tecnológicos polêmicos, tal como os relacionados à produção de energia elétrica a partir da energia nuclear. Nessa atividade, os estudantes interpretam diversos papéis de um mesmo contexto, defendendo e debatendo os pontos de vista convergentes de seus personagens. Foi possível evidenciar na participação dos estudantes por meio de questionamentos e relações estabelecidas entre seus pares e com os recursos tecnológicos a formação de um ambiente de interação proveitoso. Esta constatação evidencia a potencialidade do espaço educativo formado, que resultou em reforço do processo ensino-aprendizagem. / By considering that the use of information technology and pedagogical practices communication allied with an approach of nuclear subject it’s a relevant, challenging and yet not well developed theme, the present project aimed to create speculative space about the learning relationship and the role of the educator in a middle school context. To the development of this research were used a qualitative methodology. As data collecting instrument were used audio and video recordings, diary class annotations, textual productions of the analyzed subjects and navigation record files of the educational software ambient. Use of digital resources, mainly the educative software “Cidade do Átomo”, enabled the roleplaying game, whose objective is the approach of scientific and technologic polemic subjects, such as the nuclear energy production. In this exercise, the students played various roles on the same context, defending and debating their characters point of view. By the use of questions and discussion of the peer relationship with the technological resource, was possible to bespeak a beneficial interactive environment. This statement endorses the potentiality of the educative space, which resulted in a reinforcement of the teaching-learning process.

Por considerar que o uso das tecnologias de informação e comunicação às práticas pedagógicas, aliadas à abordagem dos assuntos nucleares é tema relevante, desafiador e ainda pouco explorado, o presente projeto visou criar um espaço de reflexões acerca das relações de aprendizagem e o papel do professor em sala de aula no contexto escolar de nível médio. Para o desenvolvimento dessa pesquisa, utilizou-se metodologia qualitativa. Como instrumentos de coleta de dados utilizaram-se gravações de áudio e vídeo, anotações em diários de aula, produções textuais dos sujeitos investigados e arquivos de registro da navegação realizada no ambiente do software educativo. A utilização de recursos digitais e, principalmente, do software educativo Cidade do Átomo, possibilitou a realização do exercício de representações de papéis, cujo objetivo é abordar assuntos científicos e tecnológicos polêmicos, tal como os relacionados à produção de energia elétrica a partir da energia nuclear. Nessa atividade, os estudantes interpretam diversos papéis de um mesmo contexto, defendendo e debatendo os pontos de vista convergentes de seus personagens. Foi possível evidenciar na participação dos estudantes por meio de questionamentos e relações estabelecidas entre seus pares e com os recursos tecnológicos a formação de um ambiente de interação proveitoso. Esta constatação evidencia a potencialidade do espaço educativo formado, que resultou em reforço do processo ensino-aprendizagem. / By considering that the use of information technology and pedagogical practices communication allied with an approach of nuclear subject it’s a relevant, challenging and yet not well developed theme, the present project aimed to create speculative space about the learning relationship and the role of the educator in a middle school context. To the development of this research were used a qualitative methodology. As data collecting instrument were used audio and video recordings, diary class annotations, textual productions of the analyzed subjects and navigation record files of the educational software ambient. Use of digital resources, mainly the educative software “Cidade do Átomo”, enabled the roleplaying game, whose objective is the approach of scientific and technologic polemic subjects, such as the nuclear energy production. In this exercise, the students played various roles on the same context, defending and debating their characters point of view. By the use of questions and discussion of the peer relationship with the technological resource, was possible to bespeak a beneficial interactive environment. This statement endorses the potentiality of the educative space, which resulted in a reinforcement of the teaching-learning process.

The Squares Family is a game developed as a learning aid in mathematics. With its graphical representation of the decimal system, the four basic arithmetic operations and positive and negative numbers together with a learning agent as pedagogical approach, the game’s primary purpose is to motivate students in their learning of mathematics. Although the game is strictly based on mathematical rules it attempts to encourage students to play and work with math without experiencing it as mathematics as this is initially not obvious. The game being internationally tested on normal performing students, this project introduced the game to six Swedish students who experience low motivation for and/or difficulties in mathematics. The students from fifth up to seventh grade participated therefore in a three weeks’ study. The ultimate goal of this project is to make suggestions on the integration of the game in the students’ learning environment and on the adaptation of it to fit their needs. In order to be able to make such recommendations, following question was raised: How does the learning situation look like for students experiencing difficulties in mathematics? An attempt to understand the complexity of their learning situation was made through several tests in students’ attitude, self-efficacy and understanding of mathematics, through observations of their game playing, interview with their pedagogue and through a questionnaire on their attitude towards the game and their special education in mathematics and in their understanding of traditionally vs. graphically represented mathematical problems. Despite the time limited study it is obvious that the students’ difficulties in mathematics are not independent of other factors, as the majority of these students display a negative attitude, a low self-efficacy and a sensibility for disturbances and reactions from their social network. / Räkna med Rutiga Familjen är ett spel utvecklat som läromedel i matematik. Spelets huvudmål är att motivera elever i sitt lärande genom sin grafiska representation av decimalsystemet, de fyra räknesätten, positiva och negativa tal samt genom sin pedagogiska ansats av en lärande agent. För att motivera elever att spela och arbeta med matematik utan att initialt vara medveten om det, är matematiken i spelet trots sin matematiska grund, nedtonad. Spelet som testas internationellt mot normaltpresterande elever, introducerades i detta projekt till sex svenska elever med låg motivation för och/eller svårigheter i matematik. Eleverna som är från femte till sjunde klass deltog i denna undersökning under en tre veckors period. Projektets huvudmål är att föreslå rekommendationer för matematikspelets integration i undervisningen av elever med matematiksvårigheter och för anpassning av spelet till deras behov. Som utgångspunkt för framtagning av rekommendationerna ställdes följande fråga: Hur ser lärsituationen ut för elever som upplever svårigheter i matematik? I ett försök att förstå komplexiteten av elevernas lärsituation genomfördes flera tester i deras attityd, självvärdering och matematikförståelse, observationer av deras spelande, intervju med specialpedagogen samt enkät kring deras attityd gentemot spelet och specialundervisningen och kring deras förståelse för traditionellt vs grafiskt representerade matematikuppgifter. Trots studiens tidsbegränsning är det uppenbart att elevernas svårigheter i matematik hänger samman med andra faktorer, då majoriteten av eleverna uppvisar en negativ inställning, en låg självvärdering samt känslighet för störningar och reaktioner från sitt sociala nätverk.

This thesis is an interdisciplinary project based on motivation research in educational games and research on psychological achievement goals. The purpose was to present a model for a gaming achievement system that adapts to suit the player. The player profile is constructed using an achievement goal questionnaire based on educational achievement goals from previous research. To test the model appropriately, a game prototype was developed. The results derived from the thesis project and the included study is based mainly on qualitative data from game sessions as well as questionnaires. The results indicates that the model works as intended, but that individual choice of gaming achievements can be more useful for some people. The results also show that the model is a viable for implementation in future projects and a suitable alternative for low-budget educational games. The model still needs further evaluation to ensure its efficacy, but shows great promise.

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Det finns många olika sätt att genomföra inlärningsaktiviteter i det moderna utbildningssystemet som det nu finns i skolorna. Men i en tid som snabbt digitaliseras har utbildningssystemet inte lyckats fånga eller lyckas med att implementera digitaliseringen på ett meningsfullt och effektivt sätt. Denna oförmåga att digitalisera har blivit alltmer utbredd för varje år som passerar med en minskning i matematisk prestanda hos studenterna, vilket tydligt framgår av det senaste resultaten som PISA utför varje år [1]. Utifrån dessa här upplysningar utarbetade den svenska regeringen ett finansierat forskningsprojekt för att förstå och undersöka orsakerna till detta fall i matematisk prestanda hos de testade studenterna. Men denna studie kommer inte att fokusera på PISA-resultatet. I den här undersökningen undersöker vi huruvida pedagogiska spel kan vara ett svar för att negera eller stoppa dessa fall i matematiska prestanda hos studenterna. Syftet med denna studie är att skapa ett pedagogiskt spel som är centrerat på att lösa matematiska problem på ett nytt sätt, som oftast inte ses i pedagogiska spel, detta genom att implementera designalternativ som oftast ses i högutvecklade videospel. Resultaten av denna studie visar att det finns några bevis som bekräftar att mer högutvecklade spel kan vara ett bra sätt att lära sig och eventuellt kanske nästa steg i skolsystemets utveckling, men resultatet visar också att den pedagogiska delen av spelet måste verkligen vara flexibelt och utmanande nog för att få spelaren eller studenten att komma tillbaka till spelet och lära sig mer. / There are many different ways to implement learning activities in the modern educational system as seen in schools nowadays. But in an era that is rapidly being digitized, the educational system has not really managed to catch up or succeed in implementing these digitalization’s in a meaningful and effective way. This inability to digitize has been growing more prevalent by each passing year with droppings in mathematical performance as shown in the latest result for the tests carried out by PISA [1]. Out of this enlightenment the Swedish government set out funding research projects in order to understand and examine the reasons behind this drop. But this study will not be focusing on the PISA result. In this study, we investigate whether educational games could be an answer to negate or halt these dropping in performance.The aim of this study is to create an educational game centered on solving mathematical problems in a new way not often seen in educational games, by implementing design choices mostly seen in highly developed video games. The results of this study show that there is some evidence that confirms that more highly developed games could be a good way of learning and possibly also the next evolution in the educational system seen in schools, however the result also show that the educational part of the game really has to be flexible and challenging enough for the player or student in order to have them coming back to the game and learn more.

Nowadays cross platform software development is more expensive than ever before in terms of time and effort. Meantime with increasing number of personal devices, it is harder for local applications to synchronize and connect to the Internet. In terms of educational games, they can be divided into "local educational game" and "web educational game." "Local game" indicates the ones either on tablets, mobile devices or PC, which is an application on the corresponding platform. This kind of game mostly does not have backend support nor cross platform features such as the iPad version of CandyFactory. For one specific game, if the developer wants it to run on iPad and Android tablets, they need to develop two applications based on corresponding development framework, which is time and effort consuming. "Web game" indicates the ones on websites, which support cross platforms, but do not have backend support. Usually they are pure JavaScript or flash games with no backend recording the performances and the achievements. Software development for each individual platform is time and effort consuming. In order to achieve cross platform development, many programming languages and platforms like Java, Python, and JVM appear. Among all the cross platform approaches, cloud-based software development is the most universal solution to this problem. With web browsers built into every operating system, cloud software can be compatible with almost any device. Moreover, "Software-as-a-Service" (SaaS) is becoming a new software engineering paradigm and cloud-based software development is more popular because of its flexible scalability and cross platform features. In this thesis, we create a cloud-based educational game, CandyFactory, based on an iPad version of CandyFactory, and add backend to it to record user performance as well as achievements. Firstly, we re-develop the whole game from the iOS platform to the cloud-based Java EE platform. Secondly, we add new features to improve the game play such as ruler functionality and achievements animation. Thirdly, we add backend support to CandyFactory, including user account creation, course creation and performance report generation. With this functionality, teachers can monitor their students' performances and generate course reports. Moreover, teachers can view a specific student's report in order to provide more specific and effective help to their students. Lastly, with the advantages of cloud-based software development, we can update the whole application at any time without forcing the user to reinstall the update or re-download the game. With the hot update, the cloud-based CandyFactory is highly maintainable. The cloud-based CandyFactory runs on any computer that supports minimum 1024x768 screen resolution. The computer could be iPads, Android or Microsoft tablets, Windows or Mac laptops and desktops, and any other computer with a web browser. The advantages of cloud-based educational games over local educational games and web educational games are: firstly, they have cross platform features; secondly, they have backend data collection support; thirdly, they are consistent even if users log in with different computers, their game record and history will always be the same; lastly, the teacher can always keep track of his/her students' performance and provide more specific help and feedback. / Master of Science / Providing services on the cloud has become universal. The term “Cloud-Based” indicates that the software application runs on a server computer and users access the application by using a web browser anywhere and anytime. This thesis presents a cloud-based educational game called CandyFactory to teach fractions. The users can use CandyFactory under a web browser on an Internet-connected tablet, laptop, or desktop computer with minimum 1024x768 screen resolution. User’s game performance data is recorded on the server computer regardless of which tablet, laptop, or desktop computer the user uses to play the game. Cloud-based CandyFactory has four kinds of users: Individual, Teacher, Student, Administrator. Individual users can play the game to learn fractions as well as generate performance reports. Teachers can create a course, automatically generate student accounts under a course, and generate performance reports for individual students or for the whole class. Students can play the game under the account provided by the teacher and view their performance reports. Administrator is a built-in account user for maintaining the cloud-based software application. By developing the cloud-based CandyFactory educational game, we provide the users a crossplatform and cross-computers solution which helps the teachers and students learn fractions more efficiently and effectively.