本研究區分中介之精熟經驗與感知之精熟經驗。前者為玩家在角色扮演遊戲中所獲得之成功經驗，後者指玩家對此中介經驗之整體評估感受，且包含過去經驗。玩家在遊戲中不斷接受挑戰並破關的過程，即包含了成功的中介精熟經驗，此經驗與感知之精熟經驗應為正向相關，且為遊戲中必要之一環。角色依附是探討玩家與其角色關係之重要變項，當玩家越依附於其角色時，越能將此中介精熟經驗轉換成其感知之精熟經驗，越能對其效能感產生正面影響。本研究因此嘗試探討嚴肅遊戲中提供的中介精熟經驗是否會影響內部政治效能感，並探討在這影響機制中，感知精熟經驗，角色依附與內在政治效能感之路徑關係。 本研究採對照組前後測實驗設計。參與者為131位大學生，在本研究發展之政策嚴肅遊戲中，參與者被隨機分派到實驗組與控制組。兩組皆接受遊戲之中介精熟經驗處理，但為了檢驗遊戲中介之精熟經驗與玩家感知之精熟經驗之關係，實驗組提供不同場景以演練技巧之遊戲，控制組則未提供不同場景以演練技巧之遊戲。此實驗過程費時大約60分鐘。玩家在實驗前後於線上填寫問卷。本研究首先使用重複量數單因子變異數分析以檢驗不同性別與組別之實驗結果，接著，再以結構方程模型探討感知精熟經驗，角色依附與內在政治效能感之路徑關係。 研究結果發現：(一) 實驗組與控制組之內在政治效能感皆明顯提升，然而，實驗組之提升幅度並未顯著高於控制組。(二) 在路徑模式中，角色依附會透過感知之精熟經驗間接影響內在政治效能，而前測內在政治效能會透過感知精熟經驗間接影響後測內在政治效能，亦會對後測內在政治效能造成直接影響。 本研究有助於了解嚴肅遊戲之心理機制，其結果對於應用嚴肅遊戲設計與公民教育有重要啟示。 / This study distinguished “mediated enactive experience” and “perceived mastery experience”. The former referred to the experience when a player plays an avatar in a game and the latter referred to a player’s psychological evaluations of the experience including past experience. Mediated enactive experiences is positively related to perceived mastery experiences when players play and make progresses in a game. The experiences are an essential part of a game. Yet character attachment may influence the relationship between players and avatars. If a player attaches to his or her own avatar more, he or she may perceive the mediated enactive experiences more his or her mastery experience, therefore, character attachment should positively contribute to internal political efficacy through perceived mastery experience. A control group pretest-posttest experimental design was conducted in this study. Both groups received policy-related mediated enactive experiences from the serious game. In order to test if players who received more policy-related mediated enactive experiences will upgrade their internal political efficacy to a higher level, 113 college students were randomly assigned to one of the two groups: In the experimental group, players played an avatar with chances for practicing learned skills in three different settings; In the control group, players played an avatar without chances for practicing learned skills. Two repeated-Measure ANOVAs were conducted to analyze if there were gender and group differences on manipulation effects. Moreover, structural equation modelling (SEM) was employed to analyze the proposed path model of character attachment, perceived mastery experiences, prior and posttest internal political efficacy. The results showed that the internal political efficacy of both groups was significantly enhanced. However, the experimental group did not upgrade to a higher level than the control group. Furthermore, in the path model, character attachment influenced posttest internal political efficacy indirectly through perceived mastery experiences; moreover, prior internal political efficacy influenced posttest internal political efficacy through perceived mastery experiences indirectly and also influenced posttest internal political efficacy directly. To conclude, the findings of this study can help understand psychological mechanisms related to gaming as well as can be applied to civic education and serious game design in the future.

Cette thèse s'inscrit dans le domaine de l'ingénierie des Environnements Virtuels pour l’Apprentissage Humain (EVAH). Les jeux épistémiques numériques (JEN) sont une catégorie des jeux sérieux dédiés à la résolution de problèmes complexes, pluridisciplinaires et non-déterministes afin de proposer des situations d'apprentissage plus authentiques.La première partie de la thèse est consacrée à l’exploration des dimensions spatiales, temporelles et sociales des interactions dans un JEN. Des expérimentations ont été menées en milieu écologique et ont montré un apport pédagogique par une augmentation de l'engagement des apprenants. La conception des prototypes expérimentés a mis en évidence que le développement informatique des interactions immersives d'un EVAH demeure actuellement réservé à des spécialistes en Réalité Mixte ou Virtuelle (RMV).Ainsi la seconde partie de la thèse a été dédiée à la proposition d'un environnement de développement (MIREDGE). Une interface de programmation visuelle permet aux développeurs de modéliser des interactions sans connaissance spécifique en RMV par réutilisation de blocs. Des expérimentations ont permis d'évaluer l'efficacité et l'efficience de MIREDGE pour le profil des développeurs RMV ainsi que celui des développeurs non-initiés à la RMV. Les développeurs RMV ayant une nécessité à poursuivre leur algorithme au-delà de la programmation visuelle, MIREDGE permet une génération automatique de code dans leur moteur de jeu. L'approche garantie une large compatibilité avec les environnements de développement et les périphériques, ouvrant ainsi des perspectives sur l'étude de logiques d'interactions universelles. / This thesis is in the field of the virtual environments for human learning. Digital Epistemic Games (DEG) are a category of serious games dedicated to solving complex, multidisciplinary and non-deterministic problems. The objective of DEGs is to propose authentic learning situations in terms of interactions so that learners can construct and anchor knowledge in their context of use.The first part of the thesis is devoted to exploring spatial, temporal and social dimensions of DEG interactions. Experiments were conducted in ecological environment and showed an educational contribution through an increase in the learner engagement. The design of the prototypes showed that the development of the immersive interactions of a virtual environment for human learning currently remains reserved for specialists in Mixed Reality or Virtual (MVR).So the second part of the thesis was the proposal of a development environment named MIREDGE. A visual programming interface allows developers to model interactions without specific knowledge in MVR through the reuse of blocks. Experiments have evaluated the effectiveness and efficiency of MIREDGE for specialist and non-specialist developers in MVR.As specialist developers in MVR have to continue their algorithm beyond visual programming, MIREDGE allows automatic generation of code providing the corresponding script being totally re-editable in their game engine. The MIREDGE approach ensures wide compatibility with development environments and peripherals. This opens perspectives on the study of the logics of universal interactions.

Made available in DSpace on 2016-06-02T19:07:10Z (GMT). No. of bitstreams: 1 FERRAZ_JUNIOR_Wilton_2015.pdf: 16420702 bytes, checksum: 618d7c194c6a9fff0f67ef9767ad5f99 (MD5) Previous issue date: 2015-06-29 / This work aims to develop a novel method to design educational games, following Extreme Programming and Scrum Agile Methods and screenplays under the dilemmas and mechanical game re-guise concepts, which are already widely accepted in the literature. Workshops using the proposed method were conducted in order to identify the demands of educators and students from elementary and middle school and also the viability in the implementation of the method as a support tool to the teaching process. The validation results and the method acceptance were evaluated by statistical tests, which are also widely explored in the literature for similar samples. The final remarks show the successful methods evolution and their validation results under the considered classrooms context. / Este trabalho tem por objetivo desenvolver um novo método para a produção de jogos educativos, baseado nos métodos ágeis Scrum e Extreme Programming, além de utilizar conceitos de produção de roteiros baseados em dilemas e utilização de técnicas de rerroupagem de mecânicas de jogos já existentes e amplamente aceitas pela literatura. Foram realizadas oficinas, que utilizaram versões do método proposto, para identificar as demandas de professores e alunos do ensino médio e fundamental, e verificar qual delas apresentavam viabilidade de implantação como ferramenta de apoio ao processo de ensino-aprendizagem. Os resultados obtidos, tanto em relação à aceitação do método e como em relação à melhora dos indicadores de aprendizagem dos conceitos apresentados durante as oficinas, foram analisados utilizando testes estatísticos específicos, amplamente explorados na literatura. Os resultados dos testes permitiram o aprimoramento e a validação do método proposto dentro do contexto de sala de aula.

Observations of young children are conducted in an educational setting by practitioners to plan and assess activities based on the individual development and needs of the child. Challenges include: recording, how to be an observer rather than a participant, and connecting developmental theory to observable behaviour.Several projects have simulated children in their learning environments, aimed mainly at pre-service teachers, but these have neither been for young children where the activity is play-based nor where the adult is supportive of the child's interests. Some simulations have used 3D graphics to represent a child via a role-playing adult but there have been few attempts to use autonomous characters.A novel real-time interactive 3D graphical simulation—Observation—was developed, providing a physical sandbox for users to: add autonomous characters (representing children), add objects, and customise the play-based environment. The definitions of the characters were informed by the findings from early childhood research. The simulation was evaluated using two complementary serious game frameworks and its utility was evaluated by professionals within the field of early childhood education comprising university students and educators, and local education authority advisors. An explorative, mixed methods approach was taken, triangulating across: a pilot study and a main study; different research instruments (simulation activity plus questionnaire, focus groups, interviews); and a range of participants. The simulation has utility because: it is an interesting way to explore the behaviours of young children, the theoretical understanding behind children's play can be deepened, and observational skills can be developed. The simulation has wide appeal because the perceived utility of the simulation is not influenced by: professional experience, number of real-life observations of young children, or time spent playing video games. Age is considered to be the most important omission from the abstract character in the simulation.

En esta tesis, el objetivo principal fue diseñar y desarrollar una nueva tarea que combinara interfaces de usuario naturales (NUI) y dispositivos inteligentes para evaluar la memoria espacial utilizando estímulos auditivos, y su validación tanto en niños como en adultos. La nueva tarea evalúa la capacidad de los participantes para detectar y localizar estímulos auditivos que se emiten en diferentes posiciones del área de trabajo. La tarea reconoce los movimientos de los brazos del usuario, utilizando para ello Kinect. Los dispositivos inteligentes (conejos Karotz) se utilizan para emitir estímulos auditivos y también como señales visuales. Por lo tanto, la tarea combina estímulos auditivos con claves visuales reales para la evaluación de la memoria espacial. La tarea incluye un total de 45 estímulos acústicos, repartidos en 5 niveles y cada nivel consta de 3 ensayos. Nuestra tarea es el primer trabajo que combina NUI y dispositivos inteligentes para la evaluación de la memoria espacial. Del mismo modo, nuestra tarea es el primer trabajo que utiliza estímulos auditivos para evaluar la memoria espacial. Para la validación, se llevaron a cabo 3 estudios. El rendimiento de nuestra tarea se comparó con métodos tradicionales. El primer estudio involucró niños con y sin síntomas de falta de atención. Un total de 34 niños participaron (17 niños con falta de atención). Los resultados demostraron que los niños con falta de atención mostraron un rendimiento estadísticamente peor en la tarea. Estos niños con falta de atención también mostraron un rendimiento estadísticamente peor con el método tradicional para evaluar el aprendizaje de sonidos verbales. No se encontraron diferencias estadísticamente significativas en el tiempo dedicado por cada grupo para completar la tarea. Los resultados sugieren que la tarea es una buena herramienta para distinguir las dificultades de memoria espacial en niños con falta de atención. El segundo estudio comparó el rendimiento en la tarea entre niños mayores y adultos (32 niños y 38 adultos sanos). Los resultados de rendimiento con la tarea fueron significativamente más bajos para los niños mayores. Se encontraron correlaciones entre nuestra tarea y los métodos tradicionales, lo que indica que nuestra tarea ha demostrado ser una herramienta válida para evaluar la memoria espacial mediante el uso de estímulos auditivos tanto para niños mayores como para adultos. A partir del análisis, podemos concluir que la satisfacción con la tarea de los niños mayores fue significativamente mayor que la de los adultos. El tercer estudio incluyó un total de 148 participantes (niños más pequeños, niños mayores y adultos). Los resultados están en línea con el segundo estudio. El rendimiento de la tarea se relacionó significativamente, de forma incremental y directa con el grupo de edad (niños más pequeños <niños mayores <adultos). Los resultados fueron mejores para adultos y niños mayores; resultado que es consistente con la idea de que los adultos pueden almacenar más elementos en la memoria a corto plazo que los niños. Las siguientes conclusiones generales se han extraído del desarrollo y los tres estudios: * Las interfaces de usuario naturales y los dispositivos inteligentes son apropiados para desarrollar tareas para la evaluación de la memoria espacial. * Como juego de ordenador, nuestra tarea facilita el control de la presentación de estímulos y el almacenamiento de las respuestas. * Nuestra tarea y tareas similares podrían usarse para la evaluación y el entrenamiento de la memoria espacial en niños y adultos. * La tarea podría ser una herramienta alternativa para evaluar la memoria espacial en niños con síntomas de falta de atención. * La tarea promueve interés y permite la evaluación de una manera ecológica. * La tarea podría ayudar a identificar alteraciones en la memoria espacial tanto en niños como en adultos. / In this thesis, the main objective was to design and develop a new task that combine Natural User Interfaces (NUI) and smart devices for assessing spatial memory using auditory stimuli, and its validation in both children and adults. The new task tests the ability of participants to detect and localize auditory stimuli that are emitted in different positions of the task area. The task recognizes the movements of the arms of the user using Kinect. Smart devices (Karotz rabbits) are used for emitting auditory stimuli and also as visual cues. Therefore, the task combines auditory stimuli with real visual cues for the assessment of spatial memory. The task includes a total of 45 acoustic stimuli, which should be randomly emitted in different locations. The task is composed of five different levels. Each level consists of 3 trials. The difference between levels lies in the number of sounds to be used in each trial. To our knowledge, our task is the first work that combines NUI and smart devices for the assessment of spatial memory. Similarly, our task is the first work that uses auditory stimuli to assess the spatial memory. For the validation, three studies were carried out to determine the efficacy and utility of our task with regard to the performance outcomes, usability, fun, perception and overall satisfaction. The performance of our task was compared with traditional methods. The first study involved children with and without symptoms of inattention. A total of 34 children participated (17 children with inattention). The results showed that the children with inattention showed statistically worse performance in the task. These children with inattention also showed statistically worse performance in the traditional method for testing the learning of verbal sounds. There were no statistically significant differences in the time spent by each group to complete the task. The results suggest that the task is a good tool for distinguishing spatial memory difficulties in children with inattention. The second study compared the performance in the task between older children and adults. A total of 70 participants were involved in this study. There were 32 healthy children from 9 to 10 years old, and 38 healthy adults from 18 to 28 years old. The performance outcomes with the task were significantly lower for the older children. Correlations were found between our task and traditional methods, indicating that our task has proven to be a valid tool for assessing spatial memory by using auditory stimuli for both older children and adults. From the analysis, we can conclude that the older children were significantly more satisfied with the task than the adults. In the third study, a total of 148 participants were involved. They were distributed in three groups (younger children, older children and adults). A total of 100 children and 48 adults participated in this study. The results are in line with the second study. The task performance was significantly incrementally and directly related to the age group (younger children <older children <adults). The results were better for adults and older children; this is consistent with the idea that adults can store more elements in short-term memory than children. The following general conclusions were extracted from the development and the studies: * Natural user interfaces and smart devices are appropriated for developing tasks for the assessment of spatial memory. * As a computer-based game, our task facilitates the control of the presentation of stimuli and the recording of responses. * Our task and similar tasks could be used for assessment and training of spatial memory in children and adults. * The task could be an alternative tool to assess spatial memory in children with symptoms of inattention. * The task promotes engagement and allows the assessment in an ecological way. * The task could help in the identification of alterations in spatial memory in both children and adults. / En aquesta tesi, l'objectiu principal va ser dissenyar i desenvolupar una nova tasca que combinés NUI i dispositius intel·ligents per a avaluar la memòria espacial utilitzant estímuls auditius, i la seua validació tant en xiquets, com en adults. La nova tasca avalua la capacitat dels participants per a detectar i localitzar estímuls auditius que s'emeten en diferents posicions de l'àrea de treball. La tasca reconeix els moviments dels braços de l'usuari, utilitzant per a açò Kinect. Els dispositius intel·ligents (conills Karotz) s'utilitzen per a emetre estímuls auditius i, també, com a senyals visuals. Per tant, la tasca combina estímuls auditius amb claus visuals reals per a l'avaluació de la memòria espacial. La tasca inclou un total de 45 estímuls acústics, repartits en 5 nivells diferents i cada nivell consta de 3 assajos. La nostra tasca és el primer treball que combina NUI i dispositius intel·ligents per a l'avaluació de la memòria espacial. De la mateixa manera, la nostra tasca és el primer treball que utilitza estímuls auditius per a avaluar la memòria espacial. Per a la validació, es van dur a terme tres estudis. El rendiment de la nostra tasca es va comparar amb mètodes tradicionals. El primer estudi va involucrar 34 xiquets (17 xiquets amb inatenció). Els resultats van demostrar que els xiquets amb inatenció van mostrar un rendiment estadísticament pitjor en la tasca. Aquests xiquets amb inatenció també van mostrar un rendiment estadísticament pitjor amb el mètode tradicional per a avaluar l'aprenentatge de sons verbals. No es van trobar diferències estadísticament significatives en el temps dedicat per cada grup per a completar la tasca. Els resultats suggereixen que la tasca és una bona ferramenta per a distingir les dificultats de memòria espacial en xiquets amb dificultats d'atenció. El segon estudi va comparar el rendiment en la tasca entre xiquets majors i adults. Un total de 70 participants van estar involucrats en aquest estudi. Van participar 32 xiquets i 38 adults sans. Els resultats de rendiment amb la tasca van ser significativament més baixos per als xiquets majors. Es van trobar correlacions entre la nostra tasca i els mètodes tradicionals, la qual cosa indica que la nostra tasca ha demostrat ser una ferramenta vàlida per a avaluar la memòria espacial mitjançant l'ús d'estímuls auditius tant per a xiquets majors, com per a adults. A partir de l'anàlisi, podem concloure que la satisfacció amb la tasca dels xiquets majors va ser significativament major que la dels adults. El tercer estudi va incloure un total de 148 participants (100 xiquets i 48 adults). Es van distribuir en tres grups (xiquets més xicotets, xiquets majors i adults). Els resultats estan en línia amb el segon estudi. El rendiment de la tasca es va relacionar significativament, de forma incremental i directa amb el grup d'edat (xiquets més xicotets <xiquets majors <adults). Els resultats van ser millors per a adults i xiquets majors; resultat que és consistent amb la idea que els adults poden emmagatzemar més elements en la memòria a curt termini que els xiquets. Las següents conclusions generals s'han extret del desenvolupament i els tres estudis: * Les NUI i els dispositius intel·ligents són apropiats per a desenvolupar tasques per a l'avaluació de la memòria espacial. * Com a joc d'ordinador, la nostra tasca facilita el control de la presentació d'estímuls i l'emmagatzematge de les respostes. * La nostra tasca, i tasques similars, podrien usar-se per a l'avaluació i l'entrenament de la memòria espacial en xiquets i adults. * La tasca podria ser una ferramenta alternativa per a avaluar la memòria espacial en xiquets amb problemes de inatenció. * La tasca promou interès i permet l'avaluació d'una manera ecològica. * La tasca podria ajudar a identificar alteracions en la memòria espacial tant en xiquets, com en adults. / Loachamín Valencia, MR. (2018). Natural user interfaces and smart devices for the assessment of spatial memory using auditory stimuli [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/107955 / TESIS

Cette thèse présente les résultats d'expérimentations visant à mettre en évidence des mécaniques de jeu utiles pour aider le joueur à développer une posture plus réflexive sur la manière dont il prend une décision. Notre approche consiste à mettre le joueur en défaut en exploitant ses biais de raisonnement, permettant dans un second temps de l’amener à mieux cerner ses processus décisionnels. A ce titre, nous cherchons à placer le joueur en excès de confiance dans le cadre spécifique d'un jeu vidéo. Pour mesurer le comportement, le joueur doit utiliser un outil intégré au déroulement de la partie : un système de mise au travers duquel il renseigne sa confiance en ses chances de succès. Deux jeux spécifiques ont été développés en vue de mesurer l’influence des biais sur la confiance du joueur : un se focalise sur l’influence des biais d’ancrage et de confirmation, l’autre sur l’influence du biais de l'effet difficile / facile d’autre part. / This thesis introduces the results of experiments testing specific game mechanics to help the players to develop reflective decision making. Our approach is, firstly, to bias the players’ judgment. Then, through the bias awareness, we want to help them to have a better understanding about their judgment processes. To do this, we try to place the player in an overconfident state while playing video games. To measure their behavior, the players must use an integrated tool to the game progression: a bet system through which they assess on their confidence in their chances of success. Two games were developed to measure the influence of the biases on the confidence of the player: one focusing on the effect of anchoring and confirmation biases, another one on the hard / easy effect.

Autismus-Spektrum-Störung (ASD) ist eine neurologische Entwicklungsstörung, die durch eine Reihe von Entwicklungsstörungen gekennzeichnet ist, die zu einem Mangel an sozialen, kommunikativen und kooperativen Fähigkeiten führen. Sozio-kommunikative Beeinträchtigungen können durch von Verhaltenstherapeuten konzipierte und durchgeführte Trainingsprogramme für soziale Kompetenzen verbessert werden. Computergestützte Therapien zur Lösung sozio-kommunikativer Schwierigkeiten bei Kindern, Jugendlichen und Erwachsenen mit ASD haben ermutigende Ergebnisse gezeigt. Das Serious-Game-Format ist eine Form der Intervention. Seriöse Spiele sind pädagogisch wertvoll, aber oft attraktiver als offensichtliche pädagogische Hilfsmittel. Zirkus Empathico 2.0 ist ein Serious Game für mehrere Spieler mit verschiedenen Levels und Bühnen in einer Zirkusumgebung. Die Auswertung erfolgte über einen Zeitraum von acht Wochen. Sechzig Kinder mit ASD im Alter von fünf bis elf Jahren wurden vor und nach der Behandlung untersucht. Zu den primären Ergebnissen gehörten die Empathiebewertung durch die Eltern und objektiv gemessene Fähigkeiten zur Emotionserkennung. Die Bewertung der Effektivität und Verwendbarkeit des Spiels für das Training sozialer Kompetenzen zeigte, dass es eine plausible Lernumgebung schuf, indem es das Bewusstsein der Studienteilnehmer für Fähigkeiten und neurotypisches Verhalten steigerte und ihre vorhergesagte Angst in zukünftigen sozialen Situationen verringerte. Nach der Behandlung wurden signifikante Behandlungseffekte festgestellt. Sowohl bei Kurz- als auch bei Langzeitbeurteilungen. Zirkus Empathico 2.0 ist erfolgreich bei der langfristigen Verbesserung der sozio-emotionalen Fähigkeiten in realen Situationen. Zukünftige Forschung sollte sich auf die spezifischen Prozesse konzentrieren, die den Übertragungs- und Aufrechterhaltungsvorteilen von Empathie und Emotionserkennung zugrunde liegen. / Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by a spectrum of developmental abnormalities that result in a lack of social, communicative, and collaborative abilities. Socio-communicative impairments can be improved through behavioral therapist-designed and delivered social-skills training programs. Computer-based therapies to resolve socio-communicative difficulties in children, adolescents, and adults with ASD have demonstrated encouraging outcomes. The serious game format is one type of intervention. Serious games are educational but often appeal more than overt pedagogical tools. Zirkus Empathico 2.0 is a multi-player serious game set with various levels and stages in a circus environment. It was evaluated over eight weeks. Sixty children with ASD aged five to eleven years were evaluated before treatment and post-treatment. Primary outcomes included empathy rating by parents and objectively measured emotion recognition abilities. Secondary outcomes were assessed as emotional awareness, emotion management, well-being, and personal therapy goals. The assessment of the game's effectiveness and usability for social-skills training indicated that it established a plausible learning environment by boosting trial participants' awareness of abilities and neurotypical behavior and decreasing their predicted fear in future social situations. Following treatment, significant treatment effects were detected. In both short- and long-term assessments, moderate impacts were observed on emotional awareness, emotion management, and autistic social symptomatology. Parents reported that therapy goals were met, and that treatment was transferred well. Zirkus Empathico 2.0 is successful at improving long-term socio-emotional abilities in real-world situations. Future research should focus on the specific processes behind empathy and emotion recognition's transmission and maintenance benefits.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-09-28T13:43:00Z No. of bitstreams: 1 ANTÔNIO DIAS DOS SANTOS JÚNIOR - DISSERTAÇÃO PPGCC 2013..pdf: 8158081 bytes, checksum: 790c106478af0576230e745f36a8b2d2 (MD5) / Made available in DSpace on 2018-09-28T13:43:00Z (GMT). No. of bitstreams: 1 ANTÔNIO DIAS DOS SANTOS JÚNIOR - DISSERTAÇÃO PPGCC 2013..pdf: 8158081 bytes, checksum: 790c106478af0576230e745f36a8b2d2 (MD5) Previous issue date: 2013-03-15 / Capes / Os avanços alcançados na área de tecnologia da informação e comunicação trouxeram a possibilidade de realizar em casa o monitoramento da saúde, o que antes só podia ser feito em locais especializados, como clínicas e hospitais. O monitoramento realizado no conforto da casa dos indivíduos permite prover serviços para um maior número de pessoas, otimizando o uso de recursos humanos e financeiros. Porém, este sistema de monitoramento enfrenta problemas, sendo o principal deles a dificuldade de uso e a falta de motivação dos usuários. Embora já exista a possibilidade e viabilidade em usar sensores para monitoramento, essa é uma atividade que ainda não está integrada ao cotidiano das pessoas. Para resolver o problema de falta de motivação nos usuários, jogos eletrônicos vêm sendo fortemente utilizados como ferramenta motivadora. Entretanto, os jogos que tentam motivar o jogador a exercitar-se ou a ser monitorado geralmente requerem que o jogador habitue-se com um estilo de jogo que não é parte de seu cotidiano. As ações realizadas dentro do jogo não são parte de seus jogos preferidos. Neste trabalho apresenta-se um arcabouço de software para monitorar dados de saúde através de jogos eletrônicos. Sua forma de captura de dados permite criar jogos para monitoramento ainda mantendo a jogabilidade. A validação do arcabouço se deu com o desenvolvimento de dois jogos, os quais foram testados com 18 pessoas na faixa de idade de 19 a 27 anos do Laboratório Embedded, da Universidade Federal de Campina Grande, e do Instituto Federal de Alagoas. Os resultados indicaram que os jogos foram considerados divertidos pela maioria das pessoas, que também declararam que os incluiriam em sua rotina diária. Além disso, foi possível coletar os dados de saúde de maneira a utilizá-los para a detecção de doenças motoras. / Health monitoring, which could only be done in specialized places, such as clinics and hospitais, can now be performed at home thanks to the advances in Information and Communication Technologies. Monitoring health data in the comfort of one's homes allows the provision of services to a greater number of people, optimizing human and financial resources. However, this system faces problems such as difficulty of use and lack of motivation in users. Although it is feasible to use sensors to monitor people, this is still something not easy to integrate to their daily lives. To tackle the lack of motivation among people who need to be monitored, electronic games have been extensively used as a motivational tool. However, games that intend to motivate the player to exercise or to be monitored usually have a different gameplay than what the player would enjoy. This work presents a software framework to monitor health data through electronic games, allowing it to be acquired while keeping the playability. The framework was used for the development of two games, tested by 18 people with ages ranging from 19 to 27, from the Embedded Laboratory at the Federal University of Campina Grande, and Federal Institute of Alagoas. Results showed that most people found the games to be funny, and also stated that they would include the games in their daily routine. Also, it was possible to collect health data to be used in the detection of motor diseases.

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