The use of technology in the classroom has constantly challenged students and teachers (KENSKI, 2005), it happens because in this context there is a new generation of students who are capable to use technologies (BARBOSA, 2010), that is, they use and manage digital technologies like computers, smartphones and videogames. In this sense, teaching materials do not always call the attention of these young students, and learning in a traditional way can demotivate them, since emerging technologies attract much more their attention (REIS, 2015). Therefore, considering the paradigm schools are facing nowadays and from the need as English language teacher understand how the use of digital games can be explored in languages learning classes, we investigate digital learning games based on the learning principles proposed by Gee (2005) and designed a pedagogical proposal focused in the concept of language teaching approach developed by Almeida Filho (2002), the Digital Teaching Material Cycle (REIS; GOMES, 2014), the genre and multiliteracies pedagogy principles (ROSE; MARTIN, 2012; COPE; KALANTZIS, 2015) and the Game Activity Design Framework suggested by Reinhardt (2011 apud SYKES, 2013). In this way, an action research was applied in the research line of Educational Technology Management Network, at the professional master's program in Educational Technology Network, with foreign language students in regular classroom at English Language course. The corpora was collected by teaching participant observation and by the implemented instruments, such as diagnostic and assessment questionnaires, filming and activities developed at Virtual Learning Environment. The results show as a final product, a pedagogical approach that uses digital learning games in language teaching to enhance the learning of vocabularies, the improvement of the English language skills and the practice of multiliteracies, which is named Language Teaching through Digital Learning Games cycle, that includes seven stages (Context analysis; Game analysis; Planning activities; Game practice; Practice in group; Activities practice; and Accountability). We believe that from this approach, language teachers can promote their practice by the use of digital learning games in schools, developing a contemporary education that matches to the today student's interests. / O uso de tecnologias em sala de aula tem desafiado constantemente alunos e professores (KENSKI, 2005), haja vista que nesse contexto, há uma nova geração de alunos que já domina os parâmetros tecnológicos (BARBOSA, 2010), isto é, usa e gerencia efetivamente tecnologias digitais, tais como computador, celulares e vídeo games a seu favor. Nesse sentido, materiais didáticos nem sempre chamam a atenção desses jovens alunos, sendo a aprendizagem por meio desses, muitas vezes, desmotivadora, já que tecnologias emergentes atraem muito mais a atenção dos alunos (REIS, 2015). Dessa forma, considerando a mudança de paradigmas que a escola está vivendo e, a partir da necessidade de como professora de Língua Inglesa compreender como o uso dos jogos digitais pode ser explorado no ensino e na aprendizagem de línguas, investigamos jogos digitais educacionais com base nos princípios de aprendizagem elaborados por Gee (2005) e elaboramos uma proposta pedagógica orientada na concepção de abordagem de ensino de línguas proposta por Almeida Filho (2002), no ciclo de produção de material didático digital (REIS; GOMES, 2014), nos princípios da pedagogia de gêneros e multiletramentos (ROSE; MARTIN, 2012; COPE; KALANTZIS, 2015) e no design de atividades, utilizando jogos, sugerido por Reinhardt (2011 apud SYKES, 2013). Assim, a presente investigação foi uma pesquisa-ação desenvolvida na linha de pesquisa em gestão de Tecnologias Educacionais em Rede, no programa de mestrado profissional em Tecnologias Educacionais em Rede, a qual foi realizada com alunos de língua estrangeira, no contexto universitário, em disciplina regular do curso de Letras-Inglês. Os dados foram coletados por meio de observação-participante por parte da professora-pesquisadora e da aplicação de instrumentos tais como questionários de diagnóstico e avaliação, filmagens e atividade em Ambiente Virtual de Aprendizagem. Os resultados apontam como produto final uma proposta pedagógica que corrobora com o uso de jogos digitais educacionais no ensino de línguas para potencializar a aprendizagem de vocabulários e o aperfeiçoamento da Língua Inglesa, bem como a prática de multiletramentos dos alunos, a qual denominamos como ciclo de Ensino de Línguas com Jogos Digitais Educacionais, que contempla sete etapas (Análise do contexto; Analise do jogo; Planejamento das atividades; Prática em jogo; Prática em conjunto; Prática de atividades; e Avaliação). Acreditamos que a partir dessa proposta, professores de línguas poderão favorecer sua prática pedagógica ao inserir jogos digitais educacionais em contexto escolar, desenvolvendo assim um ensino contemporâneo que condiz com a realidade do aluno de hoje.

From the perspective of educators, games are viewed as a medium in which the younger generation both thrive and excel. Students navigate game environments with ease and regularly solve problems, engage in advanced collaborative efforts, and communicate complex concepts and strategies to one another during their private gaming sessions at home. Games invite the player to form an understanding of intricate systems and mechanics based on participation and experimentation rather than mere observation, and on these merits games are often prophesized as a medium that will significantly change the face of education as we know it. However, while teacher interest in using games is increasing, wide-spread and successful examples of games being implemented in formal educational contexts (e.g. schools and university courses) remain rare. This thesis aims to examine why this is the case and identifies some of the more prevalent obstacles educators and developers both face when embarking on learning game projects as users and creators. In order to examine the situation from both of these perspectives, the research takes a mixed-method approach that entails extensive literature studies coupled with several studies with both educators and developers. Interviews were conducted in order to investigate attitudes and experiences, and more direct researcher participation and case studies were used to examine the processes of implementing and developing learning games as they were carried out. The studied cases and literature have revealed obstacles that indicate that “traditional” entertainment game development is incommensurable with learning game development, and that the use of games in formal educational settings introduces heavy demands on the recipient organization’s infrastructure, culture, and working processes. The conclusion of this research is that learning games embody a unique mixture of utility and game experience, and the formal context which they are to be used in significantly influence the process of developing and using them. Learning games can’t be understood if they’re solely seen as a teaching utility or solely as a game experience and to make them viable both educators and developers need to change their internal processes, their own perceptions of games and teaching, as well as the way they collaborate and communicate with each other. There are also several obstacles that are outside individual institutions and developers’ control, for example the practicalities of the economic constraints that both developers and educators work under that put the sustainability of pursuing learning games for formal education as a business into question. However, the continuous incremental improvements on the infrastructure of educational institutions (e.g. availability of technology and teachers’ familiarity with technology) can likely alleviate many of the obstacles currently inhibiting the impact learning games can potentially have in formal education. / Scandinavian Game Developers

Made available in DSpace on 2016-04-27T16:58:21Z (GMT). No. of bitstreams: 1 marilia oliveira.pdf: 512801 bytes, checksum: 56725472fefea3a7236256a54c6db6aa (MD5) Previous issue date: 2004-10-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this paper was to investigate the formation of algebraic language and the construction of its meanings supported by the coding/decoding game. The study set out to answer the question "What are the contributions that the coding/decoding game brings to the construction of meanings of the algebraic language?". I to answer the question, an experimental work was developed with two groups of Sixth Grade Fundamental School students in São Paulo municipal public educational system. The research introduced a learning intervention divided in two fases and three diagnostics instruments pre, intermediate and post tests applied at the beginning, middle and at the end of the learning intervention. One of the groups - the experimental group - participated in the application of the tests, in the coding/decoding game (Phase I of intervention) and in the problem solving activities, establishing connections between the game and formal Algebra (Phase II of intervention). The other group - the control group - participated in the application of diagnostic instruments, in the learning of how to solve equations (Phase I of intervention) and in the learning of how to solve complex equations and problems (Phase II of intervention) The results indicate a superior algebraic performance in the experimental group in relation to the control group. Such superiority was even more evident in the exercises concerning the algebraic language. These data allow the conclusion that the introduction to Algebra supported by the coding/decoding game brings about significant results for the algebraic objects meaning constitution / A presente dissertação teve por objetivo investigar a formação da linguagem algébrica e uma construção de significados para essa linguagem, com o auxílio do jogo codificação-decodificação. O estudo se propôs a responder a seguinte questão de pesquisa: quais as contribuições que o jogo codificaçãodecodificação traz para a construção de significados da linguagem algébrica? . Para tanto, desenvolvemos um trabalho experimental com dois grupos de alunos da 6ª série do Ensino Fundamental de uma escola da rede pública municipal de São Paulo. A pesquisa constou de uma intervenção de ensino, dividida em duas fases, e três instrumentos diagnósticos pré, intermediário e pós testes aplicados, respectivamente, no início, no meio e no fim da intervenção de ensino. Um dos grupos grupo experimental participou da aplicação dos testes, do jogo codificação-decodificação (fase I da intervenção) e das atividades de resolução de problemas, estabelecendo conexões entre o jogo e a Álgebra formal (fase II da intervenção). O outro grupo o grupo de controle participou da aplicação dos instrumentos diagnósticos, da aprendizagem de resolução de equações (fase I da intervenção) e da aprendizagem de resolução de equações complexas e problemas (fase II da intervenção). Os resultados obtidos apontam uma superioridade de desempenho algébrico do grupo experimental em relação ao grupo de controle. Esta superioridade foi ainda mais evidente nos exercícios que questionavam acerca da linguagem algébrica. Tais dados nos permitem concluir que a introdução à Álgebra, auxiliada pelo jogo codificação-decodificação, produz resultados significativos para a constituição de significados dos objetos algébricos

L’essor des périphériques mobiles (ex. tablettes, smartphones) ainsi que leurs applications pédagogiques et ludiques ont contribué à la naissance des Jeux Éducatifs Mobiles (JEM). De nombreux chercheurs ont prouvé les effets positifs de ces JEM sur la motivation des apprenants et même sur certains apprentissages. Cependant, l’utilisation de JEM en contexte scolaire reste très limitée. En effet, les JEM existants, parfois assez coûteux, sont souvent conçus pour un domaine très spécifique, et n’offrent donc pas de possibilités de réutilisation. De plus, les outils auteur existants sont, soit riches en fonctionnalités mais nécessitent un investissement important des enseignants pour être pris en main, soit simples à utiliser mais ne permettent pas de concevoir des JEM qui répondent aux besoins pédagogiques. Pour s’attaquer à ces problématiques, nous proposons JEM iNVENTOR, un outil auteur de JEM, fondé sur une approche de conception gigogne, destiné aux enseignants, conservateurs de musée, ou toute personne non-informaticienne, qui souhaitent scénariser leurs propres JEM et les déployer sur les systèmes mobiles.Le modèle de conception gigogne a été validé par une série d’expérimentations auprès d’une vingtaine d’enseignants ayant des niveaux d’expertises et des domaines d’enseignement très variés. Nous avons également mené des expérimentations de terrain, auprès d’environ 1500 étudiants et élèves, afin d’évaluer la qualité des JEM créés avec JEM iNVENTOR ainsi que leur impact sur les apprenants. / The rise of mobile devices (e.g. tablets, smartphones) and their educational and recreational applications have contributed to the emergence of Mobile Learning Games (MLGs). Indeed, MLGs show great potential for increasing engagement, creativity and authentic learning. Yet, despite their great potential for education, the use of MLGs by teachers, remains very limited. This is partly due to the fact that MLGs are often designed to match a specific learning context, and thus cannot be directly reusable for other contexts. In addition, existing authoring tools are either feature-rich but require a significant investment by teachers to be used, or simple to use but do not offer enough features for the design of MLGs that meet pedagogical needs. To tackle these problems, we propose JEM iNVENTOR, a MLG authoring tool, based on a nested design approach, intended for teachers, museum curators, or any person without computer skills, wishing to script their own MLG and deploy them on mobile systems.The nested design model was approved through a series of experimentations with some twenty teachers from a wide range of expertise levels and teaching fields. We also conducted field experimentations with about 1500 students and pupils in order to evaluate the quality of MLGs created with JEM iNVENTOR as well as their impact on learners.

Vi lever idag i ett digitaliserat samhälle, där datorspel är ett naturligt inslag i många barn och ungdomars vardag. Teknikens ständiga utveckling och barns höga grad av datorspelande, har resulterat i att det idag finns flertal möjligheter att integrera digitala lärospel som en del av matematikundervisningen. Detta arbete syftade till att öka kunskapen gällande vilka faktorer som påverkar lärares val att implementera, alternativt inte implementera digitala lärospel i sin matematikundervisning för årskurs 4–6. Studien syftade också till att belysa hur lärare som använder digitala lärospel upplever att spelen påverkar elevers lärande. Studiens syfte har besvarats genom kvalitativa intervjuer, med elva matematiklärare i årskurs 4–6. Intervjusvaren har vidare analyserats med hjälp av det teoretiska ramverket RAT, samt utifrån ett sociokulturellt perspektiv. Resultatet visar att digitala lärospel är ett vanligt förekommande i dagens matematikundervisning, samt att lärare främst väljer att använda spelen i syfte att variera undervisningen och för att öka elevernas motivation. Vidare visar resultatet att lärare anser att graden av en aktiv lärarroll är en påverkansfaktor för huruvida digitala lärospel kan bidra till elevers lärande eller inte. Trots den höga användningsgraden av digitala lärospel visar resultatet att ett stort antal lärare upplever sin digitala kompetens som bristfällig, vilket de önskar förbättra. / Today we live in a digitized society, where computer games are a part of most people’s lives. Technology’s constant change, together with the large number of children who play computer games, have led to many new opportunities to integrate digital learning games in today’s mathematics education. This study aimed at increasing knowledge about which factors influence teachers’ choices to implement, or not to implement, digital learning games in their mathematics education for grades 4-6. The study also aimed at investigating teachers’ experiences of how digital learning games affect student learning. In order to answer these questions, qualitative interviews have been conducted with eleven mathematics teachers who are teaching grades 4-6. The results of the interviews have further been analyzed with the theoretical framework RAT, as well as from a sociocultural point of view. The result show that digital learning games are common in today’s mathematics education, and that teachers frequently use the games in order to vary teaching and increase student motivation. The results also show that teachers consider a teacher’s level of activity as an influencing factor for whether or not digital learning games can facilitate the student learning process. Despite teachers’ frequent use of digital learning games, the results show that many feel they lack sufficient digital skills, which almost all of them want to improve.

Les Serious Games sont des jeux vidéo qui n’ont pas pour objectif premier le divertissement et qui peuvent être utilisé pour l’enseignement. Pertinents dans de nombreux domaines d’éducation, ils posent pourtant des problèmes liés à leur création fastidieuse et coûteuse en moyens et en temps. Dans cette thèse, nous nous intéressons tout particulièrement aux Serious Games pour l’éducation, appelés Learning Games (LG) et plus particulièrement aux LG pour la formation continue pour les étudiants en école d’ingénieur. Tout d’abord, nous avons procédé à une étude des besoins concrets des créateurs de LG, ainsi qu’à un état de l’art des méthodologies et des outils existants. En premier lieu, ces recherches nous ont montré qu’il n’existait aucune solution adaptée pour faciliter la collaboration entre les différents concepteurs de LG, occupant des rôles complémentaires (expert du domaine, expert pédagogique, game designer…). Nos recherches mettent également en avant le besoin de modélisation et de représentation du scénario du LG pour aider les concepteurs à imaginer un LG qui soit à la fois ludique et attractif tout en gardant le fort potentiel éducatif indispensable à la formation. Pour répondre au premier besoin, nous proposons une méthodologie globale de création collaborative de LG, détaillant chaque tâche des acteurs ainsi que les outils mis à leur disposition. Pour répondre au deuxième besoin, nous proposons un modèle de scénarisation de LG qui représente d’un côté la structure pédagogique choisie par l’expert pédagogique et de l’autre côté la mise en scène ludique imaginée par le game designer. Pour réifier nos propositions, nous avons développé un environnement informatique d’aide à la conception, appelé LEGADEE (LEarning GAme DEsign Environment). LEGADEE guide chaque concepteur avec une « barre d’outils » adaptée à son rôle spécifique et qui propose également un système de validation qui analyse la création en cours. Enfin, nous avons imaginé un protocole d’évaluation pour valider notre environnement auteur ainsi que la méthodologie et le modèle proposés dans lequel nous comparons 24 scénarios de LG dont la moitié a été conçu avec LEGADEE et la moitié sans. Notre évaluation montre que l’utilisation de notre outil a tendance à améliorer certains critères qualité des LG. Elle montre aussi les limites de nos hypothèses et donne des pistes d’améliorations futures, tant sur LEGADEE que sur la méthode d’évaluation elle-même. / Serious Games are computer games that are designed for a primary purpose other than pure entertainment and that can be used for teaching. Although they are relevant to many fields of education, their development remains very expensive and time consuming. In this thesis, we focus mainly on Learning Games (LGs), that is on Serious Games designed for educational purposes, and more specifically on LGs used for training students in engineering schools. The first part of the thesis is devoted to an analysis of the needs of those who create LGs and a state of the art in terms of methodologies and tools available. Our study shows the need to facilitate collaboration between the various actors, with complementary roles, involved in the development of a LG (domain expert, pedagogical expert, game designer ...). Our research also highlights the need for models and visual representations of the LG scenario to facilitate the design of LGs that are fun and attractive while still maintaining their educational values. To address the first need, we propose a global collaborative methodology for creating LGs in which we indentify the tasks assigned to each actor who is involved in the creation process and the tools available. To meet the second need identified by our preliminary study, we propose a LG scenario model that represents the educational structure chosen by the pedagogical expert and also the way this structure is integrated into a game scenario imagined by the game designer. To reify our proposals, we have developed an authoring environment called LEGADEE (LEarning Game DEsign Environment) that guides each designer with a "toolbar" adapted to his or her role and also provides a validation system that analyzes the ongoing creation. Lastly, we have designed an evaluation protocol to validate our authoring environment as well as the methodology and the models proposed during which we compare 24 LGs of which half were created with LEGADEE and half without. Our evaluation indicates that our tool tends to improve the quality of LGs at several levels. It also brings to light the limits of our work and provides guidance for future improvements of LEGADEE and the evaluation process itself.

Genom att använda välutformade digitala lärspel med tydligt syfte kanelevers inlärning förbättras och deras positiva attityder gentemotmatematikämnet främjas. För att framgångsrikt införa digitala lärspel imatematikundervisningen är det avgörande att lärare visar acceptans förtekniken. Det krävs emellertid att lärare är villiga att integrera tekniken i sinundervisning och ser värdet i dess användning för att kunna implementeradigitala lärspel i matematikundervisningen. Syftet med denna studie är att tareda på och synliggöra vad för förutsättningar matematiklärare i årskurs 4–6upplever sig behöva för att implementera digitala lärspel imatematikundervisningen. Empirin till studien samlades in genomsemistrukturerade intervjuer med tolv verksamma matematiklärare från femkommunala skolor, fördelat på fyra kommuner. Det teoretiska ramverk somanvänds i studien är Technology Acceptance Model (TAM). Förbearbetningen av empiri används en tematisk analys, som genererar femteman: (1) Erfarenhet och intresse, (2) Kollegial stöttning, (3)Kompetensutveckling, (4) Skolledningens ansvar och (5) Tid. Dessa temananalyserades med en induktiv ansats baserad på TAM. Studien visar attkollegial stöttning, kompetensutveckling, erfarenhet, ansvarstagande avskolledning och tid är aspekter som lärare upplever sig behöva för attunderlätta implementering av digitala lärspel i matematikundervisningen. / By using well-designed digital learning games with a clear purpose,students' learning can be improved, and their positive attitudes towards thesubject of mathematics can be promoted. To successfully introduce digitallearning games in mathematics education, it is crucial for teachers todemonstrate acceptance of the technology. However, it requires teachers tobe willing to integrate the technology into their teaching and recognize itsvalue in order to implement digital learning games in mathematicseducation. The purpose of this study is to identify and highlight whatconditions do mathematics teachers in grades 4-6 perceive they need inorder to implement digital educational games in mathematics instruction.The empirical data for the study was collected through semi-structuredinterviews with twelve practicing mathematics teachers from five publicschools, distributed across four municipalities. The theoretical frameworkused in the study is the Technology Acceptance Model (TAM). A thematicanalysis was employed for processing the empirical data, which generatedfive themes: (1) Experience and interest, (2) Collegial support, (3)Professional development, (4) School leadership responsibility, and (5)Time. These themes were analyzed using an inductive approach based onTAM. The study reveals that aspects such as collegial support, professionaldevelopment, experience, school leadership accountability, and time areperceived by teachers as necessary to facilitate the implementation of digitaleducational games in mathematics instruction.

The diploma thesis deals with the method of using computer simulations in education, with a focus on medicine. It also presents possible usage of computer simulations in other fields. The thesis presents possible usage of computer simulation to support the education, analyses of effective approaches and possible barriers that may arise during the implementation. Practical research is based on qualitative analysis of current situation of using simulations at medical faculties in the Czech republic. Powered by TCPDF (www.tcpdf.org)

Digitala läromedel blir ett vanligare inslag i skolgången då ny teknologi erbjuder tidigare okända pedagogiska möjligheter. Denna uppsats undersöker hur elever som använder ett digitalt läromedel i form av en virtuell lärmiljö för matematiklärande upplever denna lärmiljö. Dessutom undersöks elevernas prestation i lärmiljöns matematiska uppgifter. Skillnader mellan elever i olika årskurser samt elever som är matematiskt låg- eller högpresterande studeras. Matematisk prestation beskrivs utifrån Goods (1981) passivitetsmodell som innebär att lågpresterande elever är mindre risktagande i klassrumsmiljön. Elevernas upplevelse av digitala läromedel studerades i en virtuell lärmiljö bestående av två moduler, en spelmodul och en modul för skriven dialog. Upplevelsen av lärmiljön undersöktes genom att studera hur intressant eleverna tyckte att spelet var, huruvida eleverna tyckte att agenten gjorde att de brydde sig mer när de spelade, samt om de gillade den skrivna dialogen. Tidigare insamlad data från elever i årskurs 6-8 som använt den virtuella lärmiljön undersöktes med kvasiexperimentell metod och analyserades med ANOVA. Analysen påvisade en skillnad mellan låg- och högpresterande elever i hur mycket de tycker att en pedagogisk virtuell agent engagerar dem i en virtuell lärmiljö. Matematiskt högpresterande elever anser att agenten gör dem mer engagerade än vad matematiskt lågpresterande elever anser. Detta kan tyda på att lågpresterande elevers passivitet utöver traditionell klassrumspedagogik också påverkar elevernas upplevelse av digitala läromedel. I vidareutvecklingen av den virtuella lärmiljön och skapandet av andra virtuella lärmiljöer är det viktigt att se till att elever både lär sig och engageras av lärmiljön. Utvecklare bör också ta hänsyn till de skillnader som finns mellan låg- och högpresterande elevers upplevelse av lärmiljön. Detta kan exempelvis ske genom att den virtuella lärmiljön görs anpassningsbar för att passa elever oberoende av prestationsnivå. Detta är en viktig målsättning för att se förbättra lågpresterande elevers möjligheter i skolan, något som virtuella lärmiljöer och digitala läromedel i allmänhet kan utgöra ett kraftfullt medium för.