Made available in DSpace on 2016-04-29T14:23:37Z (GMT). No. of bitstreams: 1 Felipe Neves de Almeida.pdf: 4362157 bytes, checksum: e1e167b18d2cb044bf635f82cd169ad3 (MD5) Previous issue date: 2015-09-10 / This dissertation approaches the problem of implementing an educational project using a game with no clear educational goals or characteristics. It s a qualitative work based on a case study. Four methods of applying games in education have been identified and several projects using one of these methods have been analyzed. The goal of this dissertation is to implement and analyze an educational project that uses said method. This work is based on know authors of the field like Edgar Morin, Jean Piaget, Lev Vygotsky, Burrhus Skinner, Jerome Bruner and David Ausubel and on the field of games applied to education there are Barbi Honeycutt, John Hopson, Ricardo Mena, Brett Shelton e Eric Zimmerman. A modern vision about traditional theories. The analyses of educational projects and theories is used to formulate a teaching plan that is applied to high school students. This case study confirms the dissertation hypothesis: Experiences that balance focus on educational content and ludic elements result in greater meaningful learning, therefore increasing the effectiveness of the learning process / A presente dissertação aborda a implementação de um jogo sem características e objetivos claramente educacionais em um processo educacional. É uma pesquisa de caráter qualitativo embasada num estudo de caso. Foram identificados quatro métodos de se utilizar jogos na educação e analisou-se uma série de projetos que utilizam esses métodos. O objetivo dessa dissertação é implementar e analisar um projeto educacional utilizando um desses métodos. A dissertação tem base em teóricos conhecidos da área como Edgar Morin, Jean Piaget, Lev Vygotsky, Burrhus Skinner, Jerome Bruner e David Ausubel e no campo dos jogos para a educação utiliza Barbi Honeycutt, John Hopson, Ricardo Mena, Brett Shelton e Eric Zimmerman. Uma visão moderna sobre autores clássicos. Essa análise de projetos e teorias educacionais é utilizada na formulação de um plano de aula que foi aplicado em alunos do sétimo ao nono ano do ensino fundamental. A análise do caso confirma a hipótese dessa dissertação: experiências que equilibram o foco entre conteúdo educacional e elementos lúdicos resultam em uma aprendizagem mais significativa, potencializando o processo de ensino-aprendizagem

For the Degree of MCom by Dissertation in the Field of Information Systems / The study aimed to investigate the impact of the introduction of digital game-based learning (DGBL) and its effect on students’ perceptions of competence, usefulness, and enjoyment, as well as their achievement. The context of the study was a third year Business Process Management (BPM) module, within an information systems course at the University of the Witwatersrand. Eight research questions were formulated and ten hypotheses were derived. The study was underpinned by Deci and Ryan (2002)’s self-determination theory (SDT) of human motivation, which included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the construct of presence into SDT. The study adopted a single group natural experiment pre-post design and a longitudinal relational design. The study was conducted with a sample of 24 students. Three baseline surveys were used to measure students’ levels of intrinsic motivation, perceived competence and perceived usefulness. This was done prior to the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the study. The baseline surveys were administered one week apart, prior to the introduction of the game. After the game was introduced, an endline survey was used to capture students’ levels of intrinsic motivation, perceived competence, perceived usefulness and presence with the game. Learning achievement was measured through the use of three assessments conducted one week, one month and two months after the end of the BPM course. Hypothesis testing was conducted using t-tests, correlation, and PLS regression techniques. Results confirmed significant effects of the digital game to decrease perceived competence, a positive relationship between intrinsic motivation and achievement, and a positive relationship between presence and intrinsic motivation. As a result of the study, we now know that DGBL effects achievement through intrinsic motivation when in close proximity to the assessments. DGBL can appear to decrease perceived competence as it appears to be a feedback mechanism, which should be seen as a positive rather than negative effect. Certain DGBL characteristics such as presence increase intrinsic motivation perceptions. / MT2017

[pt] A presente pesquisa propõe uma análise e reflexão acerca dos jogos eletrônicos com fins pedagógicos e para isto, utiliza a metodologia do estudo de caso, tendo como objeto de pesquisa o jogo eletrônico Mansão de Quelícera, criado para apoiar o ensino de artes plásticas para o ensino médio e fundamental. Este estudo se preocupa com o projetar de um jogo eletrônico e para tal, traz questões teóricas para dar uma base a discussão entre o que foi projetado para o jogo, revelando aspectos particulares de sua elaboração, com o uso pelos alunos jogadores e a visão que estes têm deste objeto de pesquisa. Para coletar dados para analisar esta questão, foi realizada a pesquisa de campo. Nela, o jogo foi testado na prática em duas fases distintas, uma de pré-teste com até 27 estudantes e outra de análise mais profunda, de teste com 4 alunos. Participaram da pesquisa de campo, estudantes da Escola Municipal Artur Ramos, entre 10 e 11 anos, do 5º ano do Ensino Fundamental I. Das observações de uso do jogo com os alunos surgiram algumas questões que serviram de norteadoras para uma entrevista com o desenvolvedor do jogo, a qual é descrita na análise de campo desta presente pesquisa. Com a reflexão do que foi apresentado na pesquisa, foram apontados requisitos importantes para o projeto de novos jogos com fins pedagógicos. / [en] The present research proposes an analysis and reflection about digital games with pedagogical purposes. It is based on a case study methodology and has as an object of research the game Mansão de Quelicera, which was created with the purpose of helping to teach plastic arts for the fundamental and medium stage of the Brazilian school system. This study observes the project process of a videogame development. Because of this, it brings into consideration theoric topics in order to fundament the discussion about what had been projected for the game, presenting some particular aspects of its elaboration with the usage of the student players and the vision that they have about the subject of research. For collecting the analysis data for this matter, it was made a field research, which consisted on testing the game into two different stages: one as a previous test with up to 27 students and other for deeper analysis, with only 4 students. Students from the 5th grade, between 10 and 11 years old from the Arthur Ramos Municipal School participated on this field research. From the observations of the students’ usage of the game, some questions where formulated and gave the direction for an interview with the developer of the game. This interview is described at the field analysis of the present research. Based on the reflection of what is presented in the research, it is pointed important requirements for the project of new games with pedagogical purposes.

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 106-109).

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

This study sought to identify factors that optimize individual and collaborative cognitive processing in complex learning environments. Across two laboratory sessions, the effects of manipulating instructional sequence delivery (high cognitive load vs. low cognitive load) of a simulation-based game and learning condition (individual vs. collaborative) were examined on retention and transfer of instructional content. The instruction was a set of tutorials for preparing novice students to use Aspire, a simulation-based game, developed by Cisco, that teaches entrepreneurial and computer networking skills within the industry of information technology. An instructional sequence by learning condition interaction was found on transfer, but not retention, measures. For delayed transfer performance, individuals who received high load instruction experienced cognitive overload that exceeded their cognitive capacity. Collaborative students were able to collaborate with each other in a way that reduced the high cognitive load imposed by the instructional sequence; thus, they were able to process the instructional content across their collective working memory. Individual students were not able to reduce the cognitive load imposed by the instructional sequence; thus, they had less working memory capacity for processing the instructional content. Collaborative students who received the low load instruction also demonstrated lower motivation than those who received high load instruction. Taken together, these findings support the notions of individual and collective working memory processing differences. This study holds implications for leveraging technology to design learning environments that aid students in attaining collaborative skills and knowledge needed for the 21st century. / text

The present study assesses the effects of reward allotment for a highly motivating game through the examination of students’ variations in response to different schedules of reinforcement. Fifty-four Chinese children from preschool to grade three participated by playing a number-matching game on Sifteo cubes. Two types of reward allotment—a 25%-chance-of-winning reinforcement schedule, and an escalating 25-75% reinforcement schedule—were examined in the number-matching game. Overall, the results proved that both reinforcement schedules effectively sustained children’s motivation in playing the game. In this experimental study I hypothesized that if the findings could be replicated in an extremely simple game that does not have the manifold array of additional motivators found in commercial successful video games, we could have a powerful motivating element to be used in educational games, given that digital games are potentially beneficial in helping students to develop 21st-century skills such as collaborative and problem-solving skills.

The present study assesses the effects of reward allotment for a highly motivating game through the examination of students’ variations in response to different schedules of reinforcement. Fifty-four Chinese children from preschool to grade three participated by playing a number-matching game on Sifteo cubes. Two types of reward allotment—a 25%-chance-of-winning reinforcement schedule, and an escalating 25-75% reinforcement schedule—were examined in the number-matching game. Overall, the results proved that both reinforcement schedules effectively sustained children’s motivation in playing the game. In this experimental study I hypothesized that if the findings could be replicated in an extremely simple game that does not have the manifold array of additional motivators found in commercial successful video games, we could have a powerful motivating element to be used in educational games, given that digital games are potentially beneficial in helping students to develop 21st-century skills such as collaborative and problem-solving skills.

Thesis (M.S.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May 27, 2009) Includes bibliographical references (p. 31-34)

Este trabalho descreve o planejamento, desenvolvimento e validação de um modelo de software educacional. O aplicativo é um ambiente multimídia de ensino e aprendizagem do Metabolismo dos Glicídios e o Ciclo de Krebs, denominado e-Metabolismo: Glicídios e contém um jogo de seqüência para o ensino de Bioquímica, denominado Diagrama Metabólico Dinâmico Virtual. O estudo de teorias pedagógicas e a experiência em aulas com os alunos do curso de medicina da Fundação Faculdade Federal de Ciências Médicas de Porto Alegre apontou a necessidade de mudanças no ensino de Bioquímica com uso das novas tecnologias de informação e comunicação. A justificativa do uso de um jogo virtual como método de ensino tem por base os resultados obtidos com o uso de um jogo de seqüência lógica em tabuleiro, na Disciplina de Bioquímica. O desenvolvimento do e-Metabolismo: Glicídios, tendo como referência a prática pedagógica baseada na epistemologia genética Jean Piaget, incluiu no seu planejamento a escolha de ferramenta de programação para permitir a interação do usuário (aluno) com o ambiente. O produto utiliza amplamente recursos de multimídia e pode ser disponibilizado num servidor ou em forma de CD-ROM. O ambiente virtual possibilita a interação do aluno com o ambiente e com colegas e professores através de ferramentas como, por exemplo, acesso a e-mails, chats, fóruns, mapas conceituais e diário de bordo. Instrumentos de avaliação de software foram estudados e aplicados com alunos de Disciplinas de Bioquímica no sentido de validar o software e-Metabolismo tanto no que se refere aos aspectos técnicos como a aprendizagem do conteúdo pelos alunos. Experiências com o uso do software foram, primeiramente, realizadas com alunos do curso de Medicina da FFFCMPA e depois com alunos de outros cursos. O primeiro grupo de alunos que avaliaram o e-Metabolismo foi formado pelos monitores da Disciplina. Mapas conceituais, testes escritos e avaliação dos registros deixados pelos usuários no próprio software foram utilizados como instrumentos de avaliação do conhecimento dos alunos. O grau de satisfação com o uso do método de estudo, foi avaliado por um questionário, cujas respostas foram analisadas e categorizadas. Os resultados obtidos indicam que o ambiente apresenta interface de fácil acesso, desperta o interesse, possibilita ao aluno escolher de que maneira quer fazer o seu estudo sem prejuízos no seu desempenho e facilita o estudo, sendo, portanto, considerado válido como instrumento educacional. Por se tratar de um ambiente dinâmico, deve ser constantemente atualizado, e a versão atual contém as modificações sugeridas por professores e alunos, facilitando o uso na Internet e o acompanhamento do aluno. / This work describes the planing, the development and the validation of a game-like educational software. This multimedia ambient was designed for the study of carbohydrates metabolic pathways and the Krebs's Cycle, called e-Metabolism: carbohydrates, and contains the sequential game, called Virtual Dynamic Metabolic Diagram. The study of pedagogical theories and experiments in classroom with medicine students of the “Fundação Faculdade Federal de Ciências Médicas de Porto Alegre”, pointed the necessity of changes in Biochemistry courses, involving new technologies of information and communication. The use of a game-like software as a tool for teaching is based on experiments related to the use of tray games at Biochemistry courses. The development of the e-Metabolism took as a reference the integrationists’ pedagogical practice, based on Jean Piaget's concepts, related to genetic epistemology and constructivism, yet allowing the professors to choose the teaching method they wish to use. This product integrates multimedia resources extensively, and can be used in computer networks or in the format of a CD-ROM. In the virtual environment students will be able to interact with the environment as well as with classmates and professors through such tools as chats, forums, concept maps and notepads. Software ’s evaluation Instruments were studied and applied with undergraduate students of Biochemistry classes in the way to value the eMetabolism software in its technical aspects and student’s content learning aspects. Conceptual maps, written tests and evaluation of user’s registers realized with this software where used as evaluation instruments of students knowledge. The level of satisfaction was evaluated by a questionnaire, which answers had been analyzed and categorized. The results show that the e-Metabolism is easy to use, awakes the interest and facilitates the study, improving the student performance and can be considered a valid educational instrument. Since this is a dynamic ambient and is constantly actualized, the current version contains the changes suggested by teachers and students, making easier to use it at the Internet and to do a better analysis of the student’s learning.