Orientadores: Jefferson de Lima Picanço, Andréa Aparecida Zacharias / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-23T12:02:49Z (GMT). No. of bitstreams: 1 Breda_ThiaraVichiato_M.pdf: 9233393 bytes, checksum: a89ca9c0bba1dc06cb73d2eb7ad2676a (MD5) Previous issue date: 2013 / Resumo: Nas áreas da Cartografia Escolar e da Educação Ambiental, os jogos contribuem para o processo de ensino-aprendizagem da criança - e deixam de ser objetos de entretenimento - caso sejam formulados com intencionalidade e objetivos específicos bastante claros e diretos. Na educação formal e não-formal, o jogo estimula o aprendizado porque pode despertar curiosidade e um esforço natural de vencer desafios. Apoiada nessas considerações, esta pesquisa tem como objetos de estudo os jogos no ensino de Geociências. Para isso, a partir do referencial teórico de definições, contribuições e dificuldades de jogos no ensino, foram analisados jogos confeccionados especificamente para trabalhar conteúdos da Geografia escolar, como Educação Ambiental e Cartografia. Esses materiais têm como estratégia didática a valorização do lugar. São elaborados com materiais e dinâmicas atrativas de fácil aplicação, confeccionadas em programas computacionais de desenho, tendo como base mapas e imagens de sensoriamento remoto do espaço vivido do aluno. Esses jogos incluem quebra-cabeças, jogos da memória, jogos de tabuleiro e duas versões de dominós. Com o intuito de aprofundar essas discussões, esta pesquisa buscou, através de questionários voltados para alunos e profissionais da área de educação, avaliar e pontuar as possíveis contribuições desses materiais. A partir de tais análises, pretendeu-se reestruturar os jogos-piloto e montar materiais e cursos que tinham como tema central o uso de jogos na educação, visto que o educador tem papel fundamental de mediador durante a aplicação do jogo e que cabe a ele direcionar a atividade. Devido ao fato de essas dinâmicas romperem com as rotinas habituais do ensino, muitas vezes o professor não está preparado para utilizar o material. Dessa forma, pretendemos compartilhar com esses profissionais sugestões de conteúdo e a descrição dos procedimentos tanto para a confecção dos materiais como para a sua aplicação / Abstract: In the fields of Environmental Education and Scholar Cartography, games contribute to the process of teaching and learning of the child -- and stop being objects of entertainment -- if they are formulated with specific objectives and intentions quite clear and straightforward. In formal and non-formal education, the game encourages learning, because it may stimulates curiosity and creates a natural effort to overcome challenges. Upon these considerations, this research had as object of study the games in the teaching of Geosciences. For this, from the theoretical framework of definitions, contributions and difficulties of games in education, were analyzed games made specifically to work contents of schoolar Geography, such as Environmental Education and Cartography. These materials have a strategy for teaching the appreciation of the place. They are designed with attractive materials and easy to use dynamics, made from design computer programs based on maps and remote sensing images of the student's living space. These games include puzzles, memory games, board games and two versions of dominoes. In order to go deep into those discussions, this research aimed, through questionnaires focused on students and professionals in education, to evaluate and score the possible contributions of those materials. From such analyzes, we intended to restructure the pilot games and build materials and courses that had as their central theme the use of games in education, considering the educator's fundamental role as mediator during the application of the game and that it is up to him to conduct the activity. Because those dynamics break with the usual routines of teaching, often the teacher is not prepared to use the material. Thus, we intend to share with those professionals suggestions for contents and descriptions of procedures for the preparation of materials and for their application / Mestrado / Ensino e Historia de Ciencias da Terra / Mestra em Ensino e História de Ciências da Terra

Use of information and communication technology in formal education settings is a fundamental issue in management of education across the globe. But in Africa the issues takes a different turn as it regards to how to apply and utilize technology in education. Facility and technology experts have been on debate across board as the literature implies. Thus, understanding the digital native factors behind individuals’ application and utilization is central to the development of ICT in Nigeria and Africa in general. The main goal of this thesis was to explore factors influencing effective utilization of computer and ICT (Computer laboratories) in the secondary school level. However, in the literature the thesis identify issues affecting utilization of computer and ICT facilities in Sub-Sahara Africa (SSA), Nigeria and secondary schools (SS). The thesis proposed the use of educational games to drive the concept of utilization of computer and ICT facilities in the educational sector. In addition to the main goal of the thesis, use of computer and ICT facilities in secondary schools are explored alongside teachers and students interest in educational games. Qualitative interviews and a questionnaire survey were used in conduct of the study. Thematic and descriptive analysis was used to analyze the qualitative and quantitative data respectively. The results indicate that computer and ICT facilities (Computer laboratories) were poorly utilized by teachers and students due to lack of funds, poor infrastructure and technology knowledge. The results also demonstrate that teachers and students have knowledge about educational games and are willing to apply it in teaching and learning. But the issues of application of educational games into the mainstream could be hindered by Government curriculum policy and infrastructural facilities. The study indicates the relevance of applying educational games in secondary schools to reduce the level of digital divide among graduates. This thesis further argues that the inclusion of educational games would encourage teachers and students to effectively utilization of computer and ICT Facilities (Computer laboratory).

As the amount of educational games on the market increases it becomes daunting task for pedagogues to find the most relevant and effective educational games for their teaching activities. In 2012 a metadata model was suggested to streamline descriptions of educational games for a database. This thesis identifies the need for an advanced search function which takes into consideration the notions of purpose and contextual circumstance of using educational games in order for such a database to be of greater usefulness for users. This thesis presents a design of such a search function, based on the theories of Purushotma (2005), Pannese and Carlesi (2007), Charsky (2010) and Reinders and Wattana (2011). Furthermore this thesis provides an updated metadata model to support such a search function. In the future the search function could be polished from a usability perspective and further developed to incorporate other types of serious games.

Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be applied. The relative lack of research on formal education settings has resulted in a scenario where the educational potential of games is well detailed through theory and understood independently of their actual contexts of use, while successful examples of games “making good” on their promises as educational tools remain rare. This thesis explores and describes the various challenges that the realities of formal education present to developers and educators who attempt to work with educational games. In order to examine the multi-faceted nature of educational games, the research has used a qualitative mixed-method approach that entails extensive literature reviews coupled with several case studies that involve educators, students, and developers. Interviews were conducted in order to investigate these actors’ various attitudes towards, and experiences of, educational games and game-based learning. In addition, more in-depth researcher participation methods were employed during case studies to examine the processes involved in developing, integrating, and using educational games in formal settings. The research revealed obstacles which indicate that processes associated with “traditional” game development are incommensurable with educational game development. Furthermore, the research demonstrates that the use of games in formal education introduces heavy demands on the recipient organisations’ infrastructures, cultures, and working processes. So, while games created for “formal” and “informal” use are superficially similar, the different contexts in which they are used make them distinctly different from one another.  The conclusion of this research is that educational games manifest a unique mixture of utility, gameplay, and context-dependent meaning-making activities. Educational games cannot be understood if they are only seen as a teaching utility or only as a game experience. To make educational games viable, both educators and developers need to alter their working processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other and other actors within the educational game ‘system’. The thesis thus argues that a more systems-oriented understanding of educational games, where the game artefact is not treated separately from the context of use, is necessary for both research and practice in the field to progress. To contribute to such an understanding of educational games, a comprehensive model (dubbed the Utility, Gameplay, and Meaning Model) of the ‘educational game system’ is presented, as well as a series of recommendations and considerations to help developers and educators navigate the complex processes involved in creating and using educational games. / I denna avhandling presenteras en djupgående undersökning av digitala lärospel och hur de utvecklas för, och används inom, skolutbildning. Lärospelsforskning har traditionellt sett främst fokuserat på att undersöka spels utbildningspotential ur ett produktcentrerat perspektiv där spel och spelare sätts i centrum. Detta perspektiv har bidragit till en högre förståelse av sambandet mellan olika typer av spelmekanik och pedagogiska principer, samt vad spelare lär sig av sina interaktioner med spelinnehåll. Allteftersom denna typ av forskning påvisat olika typer av positiva sammanhang mellan spelande och lärande har således även argumenten och trycket för att använda spel i skolan ökat. Men trots att vår förståelse för vad som händer i förhållandet mellan spel och spelare stärkts, så är förståelsen av de krav och förutsättningar som spel ställer som utbildningsverktyg fortfarande väldigt begränsad; prioriteringen av att förstå spelens inneboende potential har lett till ett synsätt som inte tar utbildningsmiljöers realiteter i beaktande. Resultatet av detta är att det i dagsläget finns en stor mängd argument för varför digitala spel har stor potential för lärande och därmed bör användas mer i skolutbildning. Men det finns få studier som påvisar hur denna potential faktiskt kan uppnås, eller om den ens uttrycker sig som förväntat när spel används i verkliga utbildningssammanhang. Med denna kunskapsbrist i åtanke undersöker och beskriver denna avhandling hur formella utbildningssammanhang och digitala spel förhåller sig till varandra både konceptuellt och praktiskt. Genom fältstudier som inkluderat både utvecklare, utbildare och elever har utmaningar som uppstår i det unika mötet mellan utbildning och spelande identifierats. Observationer från fältstudier stöds även av intervjuer där lärare och utvecklares arbetsprocesser och synpunkter kring utbildning och lärospel undersökts. De huvudsakliga utmaningarna som uppdagats i dessa studier är att den ”traditionella” synen på spelutveckling, spelande och spelare är svårförenlig med skolutbildnings realiteter, pedagogiska principer och skolan som marknad för spelkonsumtion. Kort sagt så delar spel skapade för informellt och formellt spelande (till exempel för hemmabruk respektive klassrumsanvändning) många ytliga likheter, men användningskontexterna introducerar så pass olika krav och förutsättningar att informella och formella spel och spelsituationer inte är jämförbara. I avhandlingen konstateras slutligen att lärospel utgör en unik blandning av användbarhet, spelupplevelser och kontextberoende aktiviteter för meningsskapande. Lärospel kan inte förstås till fullo om de endast ses som läroverktyg, eller endast som spelupplevelser. För att lärospel ska mogna och bli användbara och effektiva inom skolutbildning i större utsträckning behöver både utvecklare och utbildare förändra arbetsprocesser i sina organisationer, och metoderna genom vilka de skapar och använder spel som läromedel. Lärospel kan inte förstås som ett förhållande mellan spel och spelare då de i själva verket utgör ett stort system av aktörer, processer och användningskontexter, som var och en påverkas av individuella och lokala krav och förutsättningar. Med detta i åtanke yrkar denna avhandling för en mer systemorienterad förståelse av lärospel där spelobjektet inte separeras från kontexter och arbetsprocesser. Avhandlingen bidrar till detta systemperspektiv genom att presentera modeller som beskriver systemet som lärospel utgör, samt en serie rekommendationer som kan hjälpa utbildare och utvecklare att navigera de komplicerade processerna involverade i användandet och utvecklingen av lärospel.

Orientadores: Marcos Augusto Francisco Borges, Regina Lúcia de Oliveira Moraes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Tecnologia / Made available in DSpace on 2018-08-22T02:03:37Z (GMT). No. of bitstreams: 1 Matsunaga_RobertaMayumi_M.pdf: 3732769 bytes, checksum: 7473b0451c343a4a40d122deb213a2eb (MD5) Previous issue date: 2013 / Resumo: De acordo com o último levantamento do Ministério da Saúde, o número de indivíduos com hemofilia cadastrados no Brasil era de 9.978 em 2010 (Ministério da Saúde, 2013), o que torna o Brasil o país com o terceiro maior número de indivíduos identificados com doença. Sendo a hemofilia uma doença que acomete o indivíduo desde o nascimento, é fundamental que a criança conheça suas limitações para ter um desenvolvimento físico saudável. Isso requer cuidados especiais a fim de evitar episódios de traumatismos que podem comprometê-la quando adulta. As crianças com hemofilia carecem de material educativo de qualidade sobre a doença e suas problemáticas. Com o intuito de informar essas crianças de forma lúdica e motivadora, o presente trabalho propõe o desenvolvimento do protótipo de um jogo educativo, denominado Hemotion, que contém informações sobre a doença. A intenção é que o jogo seja um meio lúdico de informar, esclarecer e incentivar comportamentos adequados das crianças em relação à doença que irão enfrentar por toda a vida. Trata-se de um Projeto multidisciplinar que foi desenvolvido no Laboratório de Informática, Aprendizagem e Gestão da Faculdade de Tecnologia (LIAG-FT) em conjunto com a Unidade de Hemofilia do Hemocentro, ambos da Universidade Estadual de Campinas (UNICAMP). Os desenvolvedores contam com o apoio da equipe multidisciplinar do Hemocentro, que é composta por médicos, fisioterapeutas, enfermeiros, pedagogos e psicólogos / Abstract: The Ministério da Saúde published that in Brazil there are around 9.978 people with hemophilia in the country is the third with the largest number of individuals with this disease. Hemophilia is a disease that affects the individual from birth, so it is fundamental that the child learns his limitation in order to have a healthy physical development. This requires special care to avoid episodes of trauma that may compromise the child as an adult. However, children who suffer from hemophilia do not have quality educational material on hemophilia and it's problematic. In order to inform these children in a ludic and motivating way, this project aims to develop a prototype of an educational game, called Hemotion that will have information about the disease. The intention is that the works in an entertaining way to inform enlighten and encourage appropriate behaviors of children in relation to the disease they will face throughout life. It is a multidisciplinary project that was developed in the Laboratório de Informática, Aprendizagem e Gestão da Faculdade de Tecnologia together with the a Unidade de Hemofilia do Hemocentro, both from the Universidade de Campinas. To support the project, the developers will have the assistance of the multidisciplinary team of the Hemocentro that is composed by doctors, physiotherapists, nurses, educators and psychologists / Mestrado / Tecnologia e Inovação / Mestre em Tecnologia

Orientador: José Armando Valente / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T17:13:59Z (GMT). No. of bitstreams: 1 Paula_BrunoHenriquede_M.pdf: 4362042 bytes, checksum: 6f3afbfc8ebe39bb7d3985f8ff4bf5d5 (MD5) Previous issue date: 2015 / Resumo: Nos últimos anos, nota-se um grande aumento do interesse quanto ao uso de jogos digitais na Educação. Esta aproximação se dá especialmente como uma tentativa para modificar o processo educacional, de modo a conectá-lo às tecnologias digitais, tão ubíquas na atualidade. Contudo, não se pode imaginar que a integração entre videogames e Educação seja trivial: é preciso conhecer as especificidades destes artefatos para então poder explorar ao máximo seu potencial educacional. Da mesma forma, esta integração pode ser realizada de diferentes maneiras, das mais tradicionais, utilizando jogos educativos ou comerciais em contextos escolares, ou através de uma nova abordagem, que propõe que os educandos criem seus próprios jogos e, com isso, possam construir conhecimento e desenvolverem habilidades importantes para a vida contemporânea nesse processo. Destaca-se ainda como essa última abordagem é ainda pouco explorada no Brasil. Através deste projeto, pretende-se refletir tanto sobre as características específicas de um jogo digital, bem como sobre as maneiras nas quais a integração entre jogos digitais e Educação podem ser realizadas, suas potencialidades e dificuldades, com especial atenção ao uso pedagógico da criação de jogos digitais. Dessa forma, espera-se produzir referencial teórico que seja capaz de auxiliar educadores interessados no uso de jogos digitais, bem como disseminar, através de uma experiência de aplicação, a abordagem pedagógica que defende a criação de jogos digitais por parte dos educandos. / Abstract: In recent years, there has been a great interest in the use of digital games in Education. This could be analysed as an attempt to modify the educational process, in order to connect it to digital technologies, which are becoming even more pervasive nowadays. However, one cannot imagine this integration between games and education as trivial: the specific features of these artefacts must be understood to explore their educational potential. Likewise, this integration can be accomplished in different ways, from the most traditional ones, like those which propose the use of commercial or educational games in schools, to new ones, such as students producing their own games and, through this production, construct knowledge and develop relevant skills and competences. It is important to remark that there has been little exploration of this latter approach (game production by students) in Brazil. Through this project, I intend to reflect both on the specific characteristics of a digital game, as well as the ways in which the integration between digital games and education can be carried out, their strengths and difficulties, with special attention to the pedagogical use of game-making. By doing so, I expect to produce a theoretical framework that would assist educators interested in using digital games, as well as to disseminate, through an applied experience, the pedagogical approach which advocates for the creation of digital games by students / Mestrado / Artes Visuais / Mestre em Artes Visuais

O teste de software é considerado uma importante atividade na garantia da qualidade de produtos de software. No entanto, há uma carência de profissionais qualificados nessa área. Isso pode ser ocasionado pela dificuldade de ensinar teste de software por meio de abordagens que utilizem apenas aulas teóricas e ferramentas de teste tradicionais. Além disso, há uma desmotivação decorrente do ambiente de trabalho e das estratégias de alocação e responsabilidade desses profissionais nas equipes de desenvolvimento e teste. Para amenizar esses problemas, têm sido utilizado outras abordagens de apoio ao ensino de teste de software, tais como: jogos educacionais, ensino de teste com programação, módulos educacionais, entre outras. O objetivo deste projeto de mestrado foi desenvolver um jogo educacional, denominado Testing Game, para auxiliar o ensino de teste de software, especificamente: teste funcional, teste estrutural e teste de mutação. Para auxiliar o desenvolvimento do Testing Game, foi realizado um mapeamento sistemático para selecionar um motor de jogos. Na primeira versão do jogo foi utilizado o motor de jogos Cocos2D e na segunda versão foi utilizado o Construct 2. Para avaliar a eficiência do Testing Game, realizou-se um estudo de viabilidade com o intuito de avaliar a qualidade com relação à motivação, experiência do usuário e aprendizagem sob o ponto de vista dos estudantes. Além disso, avaliou-se a usabilidade do Testing Game. Aproximadamente 85,64% das pessoas que participaram do estudo avaliaram a qualidade do jogo de forma positiva com relação à motivação, experiência do usuário e aprendizagem sob o ponto de vista dos estudantes. Quanto à usabilidade do jogo, foram identificados poucos problemas, o que possibilita a liberação do jogo. Por meio deste trabalho, percebeu-se que o jogo Testing Game poderia ser utilizado como um recurso complementar de apoio ao ensino de teste de software, e sua efetividade ser avaliada. / Software testing is a relevant activity to provide evidences of qualifty of software products. However, there is a lack of qualified professionals in this area. This can be caused due to difficulty in teaching software testing through approaches that use only theoretical classes traditional tools. In addition, there is a lack of motivation due to the work environment and the strategies of allocation and responsibility of these professionals in development and testing teams. To mitigate these problems, approaches have been used to support software testing education, such as: educational games, integrated teaching of software testing with programming, educational modules, among others. The objective of this masters thesis was to develop an educational game named Testing Game, addressing the following topics: functional testing, structural testing and mutation testing. To support the development of the Testing Game, we performed a systematic mapping aiming at selecting a game engine. In the first game version, we used Cocos2D and in the second one we used Construct 2. To evaluate the efficiency of the game, we conducted a feasibility study to evaluate the quality regarding motivation, user experience and learning from the point of view of the students. Moreover, we also evaluate the usability of the Testing Game. Approximately 85.64% of people who participated in the study assessed the quality of the game in a positive perspective regarding motivation, user experience and learning from the point of view of the students. Regarding the usability of the game, students identified minor problems were identified, which allows the release of the game. Through this work, we realize that the game Testing Game can be used as a complementary resource to support software testing education, and its effectiveness be evaluated.

O ensino - aprendizagem mediados por jogos digitais educacionais, quando integrados ao currículo de educação formal podem, além do desenvolvimento atencional-cognitivo, potencializar a construção de conhecimentos nas suas diversas nuances, bem como promover a capacidade imaginativa, estimulando o exercício da cidadania. Partindo desta propositura, esta tese estuda a possibilidade concreta de inserir um jogo digital educacional de construção de cidades em uma disciplina de TIC na escola pública, apoiado pela metodologia ativa do Projeto Civitas, e voltado para o exercício da cidadania. Assim, o estudo questiona sobre que efeitos o jogo Città, integrado na proposta metodológica do Civitas pode produzir na formação de alunos para o exercício da cidadania. A tese surge do questionamento do autor às práticas docentes no contexto de sala de aula no ensino secundário em Moçambique, instigada pela imersão do mesmo nas dinâmicas e vivências do grupo de pesquisa do Laboratório de Estudos em Linguagem, Interação e Cognição (LELIC/UFRGS), desde 2014, através da cooperação internacional do Projeto Civitas Brasil-Moçambique. Metodologicamente, adotamos uma abordagem dialógica, na perspectiva Bakhtiniana das pesquisas em ciências humanas Os enunciados advindos do diário de campo, software Multipoint Server 2011 e facebook, foram apreciados de acordo com o quadro referencial mencionado, o que nos permitiu trabalhar a sua arquitetônica dialógica na perspectiva ato responsável. Os resultados da pesquisa dão pistas de que experimentações envolvendo jogos digitais educacionais de construção, apoiados por essa metodologia ativa do Civitas, possibilitam explorar problemáticas de cidades na perspectiva ético-estético-política, potencializando um viés interdisciplinar. As aprendizagens decorrentes possibilitam a formação de valores como cooperação, solidariedade, reciprocidade, capacidade expressiva, crítica, de escuta e de responsabilidade para além da construção de conhecimentos. / Teaching and learning mediated by digital educational games, when integrated into the formal education curriculum can, in addition to attentional - cognitive development, potentialize the construction of knowledge in its various nuances, as well as promote the imaginative capacity, stimulating the exercise of citizenship. Starting from this proposition, this thesis studies the concrete possibility of inserting a digital educational game of city construction in an ICT discipline in the public school, supported by the active methodology of the Civitas Project, and focused on the exercise of citizenship. Thus, the study questions what effects the game Città, integrated in the methodological proposal of the Civitas can produce in the formation of students for the exercise of citizenship. The thesis arises from the author's questioning of teaching practices in the context of a secondary school classroom in Mozambique, instigated by the immersion of the same in the dynamics and experiences of the research group of the Laboratory of Studies in Language, Interaction and Cognition (LELIC / UFRGS) , since 2014, through the international cooperation of Projeto Civitas Brasil- Moçambique. Methodologically, we adopt a dialogical approach, in Bakhtin's perspective of research in human sciences The statements from the field diary, software Multipoint Server 2011 and facebook, were appreciated according to the aforementioned frame of reference, which allowed us to work with its dialogic architecture in the perspective of responsible action. The results of the research give clues that experiments involving digital educational games, supported by this active methodology of the Civitas, make it possible to explore urban problems from the ethical-aesthetic-political perspective, enhancing an interdisciplinary bias. The resulting learning enables the formation of values such as cooperation, solidarity, reciprocity, expressive capacity, critical, listening and responsibility in addition to building knowledge.

No description available.

After systematically using educational games in three secondary English classes over a one-year period, this project documents the effectiveness of games by analyzing students' opinions. Surveys were used to determine the perceptions of 150 students about the actual games used in their classes. Some examples of effective games are also given.