The study investigated the thinking game theory by Malone ¡]1981¡^ and game design program by Fang, Sheng-Wen¡]1994¡^ , to develop design structure for computer instructional games and expect that has any help in the future. In compliance with this structure to design computer instructional game, further explored (1)the related with the background and learning interests; (2)the influence of the game vision¡Binterest drama and learning interests¡Blearning effectiveness; (3)the related with using computer degree and city; (4)the influence of similarities of using computer degree and learning interests, effectiveness; (5)Is there any related with learning effectiveness and leaning instruction content or not? (6)There has what kind of learning effectiveness in using computer instructional game. The instructional computer game is to assist community subject¡¦s first unit at fifth grade in primary school, total of 124 participants (include 5th and 4th grade students). Analyzed with Chi-square test, Mc-Nemar test, Gamma coefficient and G2 test. The study found from statistical analysis that (1) Instructional computer game can increase learning interests, no matter what students¡¦ background are; (2) Fun script and good screen design can increase learning interests, but can¡¦t get learning effectiveness higher; (3)The students who didn¡¦t like social study, indeed have higher learning interests after using this instructional computer game; (4)Students who like instructional computer game or not, will effect learning effectiveness; (5)The degree of using computer between city and county is about the same; (6)Learning effectiveness for memory questions is increased after play this instructional compuetr game; (7)Students who had learned the subject matter efore or not, would effect learning effectiveness.

Learning interest is a key determinant of children's motivation in mathematics. The main theme of this paper is to study the integration of stop-motion animation into children's daily mathematics learning, and to further develop the stop-motion animation format into a stop-motion game with interaction as a way to stimulate children's interest in mathematics in a non-traditional educational way. To test the viability and effectiveness of the theme, I designed an experiment with a sample of 30 children aged 5-6 years in kindergartens, and conducted follow-up questionnaires and interviews to collect feedback. The results showed that the integration of stop-motion animation into children's mathematical learning did have a positive effect on the irlearning of mathematics, increasing their interest and enthusiasm for learning. The use of interactive stop-motion games also provided positive guidance, but were not as effective as stop-motion animation, so further development of interactive stop-motiongames is needed. / <p>There are other digital material (eg film, image or audio files) or models/artifacts that belongs to the thesis and need to be archived.</p>

Made available in DSpace on 2014-08-20T13:48:27Z (GMT). No. of bitstreams: 1 Lia_Cristiane_Lima_Hallwass_Dissertacao.pdf: 1221993 bytes, checksum: a4daa44193dd2488a2bf95816a4a6a65 (MD5) Previous issue date: 2010-12-06 / This Master‟s dissertation aimed to contribute to the understanding of the learning process in Distance Education (DE). Currently, DE is a widespread educational modality favoring access to higher education. Thus, I consider fundamental to know its characteristics and the processes involved in it, in particular to know how individuals learn in this modality and what factors are associated with such learning. The objective of this investigation was to examine the influence of interests and social interactions on the learning process of students enrolled in the Distance Mathematics Teacher Training Course from the Federal University of Pelotas/RS (DMTTC / UFPel). The study used, as its theoretical basis, the Historical-Cultural perspective, proposed by Lev S. Vygotsky, due to the fact that, in the same way as Distance Education, this perspective emphasizes the importance of social interactions for learning, thus offering valuable support to the exploration of the proposed theme. The research has adopted a qualitative approach (case-studies), having a descriptive and exploratory character. The cases analyzed have been selected from the group of students enrolled in the second phase of the DMTTC - Open University of Brazil Program (DMTTC/ UAB 2), which were about 350, divided into seven poles distributed around Rio Grande do Sul. Through online questionnaires, it was possible to trace the profile of this group of students as well as the group enrolled in one of the poles of that phase of the Program, Santa Vitoria do Palmar (SVP). These profiles were used for the intentional selection of case-studies participants and as a context for the interpretation of the data obtained through such studies. The subjects were two students (one female and one male). They participated in distance semi-structured interviews (by telephone), during which information was obtained on their initial and subsequent interests and expectations related to the course, their interactions with peers, teachers and tutors, and their performance. Although the findings of this research cannot be generalized to all Distance Education students, due to its qualitative nature, the thematic analysis of the collected data suggests that strong interests and the intensity of interaction between peers influenced learning and performance of the students. They also suggest that face-to-face interactions were fundamental to promote such good performance. / Esta dissertação de Mestrado pretendeu contribuir para o entendimento do processo de aprendizagem na Educação a Distância. Atualmente, a EaD é uma modalidade com grande abrangência favorecendo o acesso à educação superior. Assim, considero fundamental conhecer suas especificidades e os processos nela envolvidos, em especial, como os indivíduos aprendem nessa modalidade e quais fatores estão associados a essa aprendizagem. O objetivo desta pesquisa era analisar a influência dos interesses e das interações sociais sobre o processo de aprendizagem de estudantes do Curso de Licenciatura em Matemática a Distância da Universidade Federal de Pelotas/RS (CLMD/UFPel). O estudo utilizou, como embasamento teórico, a perspectiva Histórico-Cultural, proposta por Lev S. Vygotsky, porque, assim como a EaD, tal perspectiva enfatiza a importância das interações sociais para a aprendizagem, oferecendo valiosos subsídios para a exploração da temática proposta. A pesquisa teve cunho qualitativo (estudos de caso) com enfoque descritivo e exploratório. Os casos para análise foram selecionados do grupo de estudantes matriculados na segunda fase do CLMD no Programa Universidade Aberta do Brasil (CLMD/UAB 2), aproximadamente 350, divididos em sete pólos distribuídos pelo Rio Grande do Sul. Através de questionários respondidos online, foi possível traçar o perfil desse grupo de estudantes, bem como o do grupo matriculado em um dos pólos dessa fase do Programa, o de Santa Vitória do Palmar (SVP). Tais perfis serviram para a seleção intencional dos participantes dos estudos de caso e como contexto para a interpretação dos dados obtidos por meio desses estudos. Os sujeitos foram dois estudantes (uma do sexo feminino e um do masculino). Eles participaram de entrevistas semi-estruturadas a distância (via telefone) durante as quais foram obtidas informações sobre seus interesses iniciais e subseqüentes e suas expectativas em relação ao curso, suas interações com colegas, professores e tutores e seu desempenho. Embora os achados desta pesquisa não possam ser generalizados para todos os estudantes de EaD, por sua natureza qualitativa, a análise temática dos dados coletados sugere que interesses fortes e a intensidade da interação entre pares influenciaram positivamente a aprendizagem e o desempenho dos estudantes. Os achados sugerem também que as interações presenciais foram fundamentais para a promoção desse bom desempenho.