[pt] Esta dissertação apresenta reflexões sobre o Ensino Maker (EM) à luz de práticas de Design, como contribuição para lidar com as demandas e complexidades dos processos de ensino-aprendizagem na contemporaneidade. O surgimento de um cenário atípico de isolamento social em 2020, decorrente da pandemia da COVID-19, trouxe um novo contexto para as práticas pedagógicas maker e consequentemente para esta pesquisa, exigindo que essa metodologia ativa fosse analisada sob a perspectiva do ensino remoto. A pesquisa qualitativa envolveu revisão bibliográfica e documental e observação participante. Primeiramente, definições e premissas maker foram levantadas e fundamentadas a partir de autores especializados no tema, como Chris Anderson (2012), Dale Dougherty (2012) e Mark Hatch (2014). Dentre as premissas, o aprendizado prático por meio de projetos possibilitou o estabelecimento de conexões entre EM e Design, acenando com práticas pertinentes para o desenvolvimento de habilidades e competências para o século XXI. Três documentos que discutem os pilares e perspectivas para a educação contemporânea são analisados. A fim de conduzir uma reflexão sobre as repercussões do EM na prática, duas situações de ensino-aprendizagem foram observadas e relatadas: experiências de aulas maker remotas em uma escola particular e observação participante em um projeto de aprendizagem prática para escolas públicas, ambas voltadas para o ensino fundamental. A partir da articulação entre as ideias dos autores estudados e os dados coletados, registrados e interpretados, reflexões são elaboradas e uma proposta de redesign de experiência maker remota é apresentada como contribuição para uma aprendizagem criativa e participativa a distância. / [en] This master thesis presents reflections on Maker Education (EM) in the light of Design practices, as a contribution to deal with the demands and complexities of teaching-learning processes in contemporary times. The emergence of an atypical scenario of social isolation resulting from the pandemic COVID-19, brought a new context to the pedagogical practices of the maker and consequently to this research, requiring that this active methodology could also be analyzed from the perspective of remote education. The qualitative research involved bibliographic and documentary reviews, besides a participant observation. First, definitions and maker premises were raised and founded based on authors specialized in the theme, such as Chris Anderson (2012), Dale Dougherty (2012) and Mark Hatch (2014). Among the premises, practical learning through projects made it possible to establish connections between EM and Design, indicating relevant practices for the development of skills and competences for the 21st century. Three documents that discuss the pillars and perspectives for contemporary education are analyzed. In order to conduct a reflection on the repercussions of EM in practice, two teaching-learning situations were observed and reported: experiences of remote maker classes in a private school and a participant observation in a hands-on project for public schools, both aimed at elementary education. Based on the articulation between the ideas of the authors studied and the data collected, reported and interpreted, reflections are elaborated and a proposal to redesign the remote maker experience is presented as a contribution to creative and participative learning at distance.

Considerando a importância de tornar a educação e a prática docente mais próximas à realidade do educando e da sociedade contemporânea e considerando ainda a relevância que as novas tecnologias de informação e os recursos midiáticos podem somar ao processo educativo, essa pesquisa investigou as contribuições da utilização do software Movie Maker para a construção de narrativas digitais. À luz do embasamento teórico, realizamos uma análise das produções dos educandos com o intuito de averiguar os avanços obtidos, resultados e entraves da metodologia aplicada. Esta investigação foi baseada numa lógica seqüencial de construção do conceito, desenvolvida dentro da teoria sócio-construtivista. Foram utilizadas a diversidade dos recursos midiáticos e das novas tecnologias de informação para despertar a curiosidade e a reflexão e para que através do contato com o novo, surgisse o conflito cognitivo, a fim de que o aluno adquirisse saberes que o habilitasse a explicar um processo, formular um conceito, chegando a um nível de conhecimento maior. Avaliamos os recursos midiáticos como importantes ferramentas de contextualização e renovação de conteúdos didáticos, bem como poderosos meios de motivação e sedução discente para o aprender a aprender.(ASSMANN, 2002). Trata-se de uma pesquisa realizada com alunos do ciclo fundamental II e EJA de escolas públicas, sendo que o material analisado, foi coletado no laboratório de informática e sala de aula. Para obtenção dos dados da pesquisa, fui simultaneamente educadora e pesquisadora. Os dados obtidos durante o processo de investigação permite avaliar que efetivamente houve a contribuição, especifica do software Movie Maker, como ferramenta procedimental para a melhoria da produção oral e escrita do gênero narrativo pelos alunos envolvidos. Além disso, o processo investigativo reforçou a certeza de que a mediação do professor é fundamental para a construção do conhecimento formal. / Considering the importance of making the education and the teaching practice nearer to the reality of the pupil and of the contemporary society and considering still the relevance what new technologies of information and media resources can add up to the educative process, this research investigated the results of the use of Movie Maker software for the construction of digital narratives. By the light of the theoretical foundation, we carry out an analysis of the pupils productions with the intention of checking the obtained advancements, results and obstacles of the hard-working methodology. This investigation was based on a construction of the concept sequential logic, developed inside the social-constructivist theory. It was used media resources and information new technologies diversity to wake curiosity and reflection so that, through the contact with the new, the cognitive conflict appeared, and so that, from then on, the pupil acquired knowledge that would enable him to explain a process, to formulate a concept, reaching so a level of better knowledge (DIJK, 1992). We considered media resources as important tools of context and renovation of educational contents, as well as mighty ways of motivation and learning seduction for learning to learn (ASSMANN, 2002). A research carried out with pupils of the Basic II Cycle of public schools, being that most of the analysed material were collected in the computer science laboratory and in the classroom, that´s what this is all about. For getting the research data, I was simultaneously an educator and investigator. The data obtained during the process of investigation allow us to evaluate that there effectively was specific contribution of Movie Maker software, like procedure tool for the improvement of oral and written production of narrative type for the involved pupils. Besides, we can think that the teacher´s mediation is basic for the construction of formal knowledge.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:23:53Z No. of bitstreams: 1 Tatiana Sansone Soster.pdf: 14088089 bytes, checksum: 45555bece409aa20d74ab146a39b6f5f (MD5) / Made available in DSpace on 2018-11-09T10:23:53Z (GMT). No. of bitstreams: 1 Tatiana Sansone Soster.pdf: 14088089 bytes, checksum: 45555bece409aa20d74ab146a39b6f5f (MD5) Previous issue date: 2018-08-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to unveil the elements of Maker Education and whether they promote the emancipatory education, through theory and practices analysis. It also seeks to contribute for the knowledge production in this new domain that still lacks studies and publications for its theoretical reference, especially in Portuguese. The research is inspired on the Phenomenological approach by proposing investigative procedures that allow the theoretical elements to emerge and unveil the elements of practice. As a result of this research, it can be observed that the theoretical proposal and the practical realization of Maker Education are merging in many elements, having few distinct characteristics and many complementary ones. The theoretical characteristics of the Critical Pedagogy element have not been observed in practice. In fact, there was only the proposal of critical reflection on the students learning process in the pedagogical proposals of project documentation. Theoretical elements such as Constructionism and Constructivism have not been identified on the practices. However, the majority of the characteristics emerged as a practice of Maker Education. The curriculum in both theory and practice is associated with the knowledge areas of STEM & STEAM, and maker skills, systemically excluding all Humanities fields but Arts, at least on the projects hereby analyzed. It can be said that Maker Education is under construction and, therefore, still presents learning pedagogical results beneath from its theory, especially in regards to individuals critical development and integration of Maker practices into all areas of knowledge via the curriculum. The limited vision in applying Maker Education to STEM/STEAM and for developing student autonomy only on the school activities context have limited its potential. It can be verified on the research the undeniable power of Maker Education in producing mobilizing conditions for methodologies, practices, teaching and learning experiences in digital and physical technologies environments within the formal education context, ensuring access to Information and Communication Technologies (ICT) and computational thinking. In order to help building an overview of the analyzed practices, a summarizing chart containing the elements of Maker Education is presented, being constructed from the analysis, discussion and follow up of the theory and practices observed / Esse estudo procura, através da análise teórica e das práticas desvelar se os elementos da educação Maker propõem a promoção de uma educação emancipatória. Busca-se, também, contribuir para a produção de conhecimento nesta nova área que ainda carece de estudos e publicações sobre seu referencial teórico, especialmente na Língua Portuguesa. A pesquisa inspira-se na abordagem fenomenológica para propor procedimentos investigativos que possibilitem que os elementos da teoria emerjam e que os elementos da prática sejam desvelados. Como resultado deste estudo observa-se que, a proposta teórica e a realização das práticas da educação Maker se aproximam em muitos elementos, havendo poucas características divergentes e muitas complementares. As características do elemento Pedagogia Crítica na perspectiva teórica foram pouco observadas na prática, havendo apenas a proposta de reflexão crítica sobre o processo de aprendizagem do aluno nas propostas pedagógicas de documentação do projeto. Os elementos teóricos, Construtivismo e Construcionismo não foram explicitados nas práticas observadas, porém a grande maioria das suas características emergiram como características da prática da educação Maker. O currículo, tanto na teoria quanto na prática, está associado somente às áreas de conhecimento STEM e STEAM, e as chamadas “habilidades do Maker”, excluindo sistematicamente as áreas de humanas, ao menos nos projetos aqui analisados, com exceção às artes. Pode-se afirmar que a educação Maker está em construção e, portanto, ainda apresenta resultados pedagógicos de aprendizagem aquém de sua teoria, especialmente no que diz respeito à formação crítica de sujeitos e integração da prática Maker com todas as áreas de conhecimentos abordadas no contexto escolar através do currículo. A visão limitada da aplicação da educação Maker para as áreas STEM/STEAM, e para o desenvolvimento da autonomia do educando apenas ao contexto das atividades escolares, limitam suas potencialidades. Constata-se no conjunto da pesquisa o inegável poder que a educação Maker tem de produzir condições de mobilizadora de metodologias, práticas, experiências de ensinoaprendizagem em ambientes de tecnologias digitais e físicas no contexto da educação formal, garantindo principalmente o acesso às Tecnologias de Informação e Comunicação (TIC) e ao pensamento computacional. Para se ter uma visão de conjunto das práticas analisadas apresenta-se um quadro sintético com os elementos da educação Maker, construído a partir da análise, discussão e acompanhamento da teoria e das práticas observadas

<p>\section*{Abstract}<br />We study Maker-Breaker games played on the edges of the complete graph on $n$ vertices, $K_n$, whose family of winning sets $\cF$ consists of all edge sets of subgraphs $G\subseteq K_n$ which possess a predetermined monotone increasing property. Two players, Maker and Breaker, take turns in claiming $a$, respectively $b$, unclaimed edges per move. We are interested in finding the threshold bias $b_{\cF}(a)$ for all values of $a$, so that for every $b$, $b\leq b_{\cF}(a)$, Maker wins the game and for all values of $b$, such that $b&gt;b_{\cF}(a)$, Breaker wins the game. We are particularly interested in cases where both $a$ and $b$ can be greater than $1$. We focus on the \textit{Connectivity game}, where the winning sets are the edge sets of all spanning trees of $K_n$ and on the&nbsp; \textit{Hamiltonicity game}, where the winning sets are the edge sets of all Hamilton cycles on $K_n$.<br /><br />Next, we consider biased $(1:b)$ Avoider-Enforcer games, also played on the edges of $K_n$. For every constant $k\geq 3$ we analyse the $k$-star game, where Avoider tries<br />to avoid claiming $k$ edges incident to the same vertex. We analyse both versions of Avoider-Enforcer games, the strict and the monotone, and for each provide explicit winning strategies for both players. Consequentially, we establish bounds on the threshold biases $f^{mon}_\cF$, $f^-_\cF$ and $f^+_\cF$, where $\cF$ is the hypergraph of the game (the family of target sets).<br />We also study the monotone version of $K_{2,2}$-game, where Avoider wants to avoid claiming all the edges of some graph isomorphic to $K_{2,2}$ in $K_n$.&nbsp;&nbsp;</p><p>Finally, we search for the fast winning strategies for Maker in Perfect matching game and Hamiltonicity game, again played on the edge set of $K_n$. Here, we look at the biased $(1:b)$ games, where Maker&#39;s bias is 1, and Breaker&#39;s bias is $b, b\ge 1$.</p> / <p>\section*{Izvod}</p><p>Prou\v{c}avamo takozvane Mejker-Brejker (Maker-Breaker) igre koje se igraju na granama kompletnog grafa sa $n$ \v{c}vorova, $K_n$, \v{c}ija familija pobedni\v{c}kih skupova $\cF$ obuhvata sve skupove grana grafa $G\subseteq K_n$ koji imaju neku monotono rastu\&#39;{c}u osobinu. Dva igra\v{c}a, \textit{Mejker} (\textit{Pravi\v{s}a}) i \textit{Brejker} (\textit{Kva\-ri\-\v{s}a}) se smenjuju u odabiru $a$, odnosno $b$, slobodnih grana po potezu. Interesuje nas da prona\dj emo grani\v{c}ni bias $b_{\cF}(a)$ za sve vrednosti pa\-ra\-me\-tra $a$, tako da za svako $b$, $b\le b_{\cF}(a)$, Mejker pobe\dj uje u igri, a za svako $b$, takvo da je $b&gt;b_{\cF}(a)$, Brejker pobe\dj uje. Posebno nas interesuju slu\v{c}ajevi u kojima oba parametra $a$ i $b$ mogu imati vrednost ve\&#39;cu od 1. Na\v{s}a pa\v{z}nja je posve\&#39;{c}ena igri povezanosti, gde su pobedni\v{c}ki skupovi&nbsp; grane svih pokrivaju\&#39;cih stabala grafa $K_n$, kao i igri Hamiltonove konture, gde su pobedni\v{c}ki skupovi grane svih Hamiltonovih kontura grafa $K_n$.</p><p>Zatim posmatramo igre tipa Avojder-Enforser (Avoider-Enforcer), sa biasom $(1:b)$, koje se tako\dj e igraju na granama kompletnog grafa sa $n$ \v{c}vorova, $K_n$. Za svaku konstantu $k$, $k\ge 3$ analiziramo igru $k$-zvezde (zvezde sa $k$ krakova), u kojoj \textit{Avojder} poku\v{s}va da izbegne da ima $k$ svojih grana incidentnih sa istim \v{c}vorom. Posmatramo obe verzije ove igre, striktnu i monotonu, i za svaku dajemo eksplicitnu pobedni\v{c}ku strategiju za oba igra\v{c}a. Kao rezultat, dobijamo gornje i donje ograni\v{c}enje za grani\v{c}ne biase $f^{mon}_\cF$, $f^-_\cF$ i $f^+_\cF$, gde $\cF$ predstavlja hipergraf igre (familija ciljnih skupova).<br />%$f^{mon}$, $f^-$ and $f^+$.<br />Tako\dj e, posmatramo i monotonu verziju $K_{2,2}$-igre, gde Avojder \v{z}eli da izbegne da graf koji \v{c}ine njegove grane sadr\v{z}i graf izomorfan sa $K_{2,2}$.</p><p>Kona\v{c}no, \v{z}elimo da prona\dj emo strategije za brzu pobedu Mejkera u igrama savr\v{s}enog me\v{c}inga i Hamiltonove konture, koje se tako\dj e igraju na granama kompletnog grafa $K_n$. Ovde posmatramo asimetri\v{c}ne igre gde je bias Mejkera 1, a bias Brejkera $b$, $b\ge 1$.</p>

L’automatisme cardiaque est généré par un mécanisme fondamental partiellement compris et controversé, initié par des cardiomyocytes spécialisés dans le nœud sino-atrial (NSA). Ces cellules pacemaker (cNSA) présentent une phase spontanée de dépolarisation diastolique (DD), qui mène le potentiel de membrane de la fin de la repolarisation du potentiel d’action (PA) au seuil de déclenchement du PA suivant. Cette activité spontanée implique plusieurs canaux ioniques à la surface de la membrane plasmique et la dynamique calcique intracellulaire. Les cardiomyocytes contractiles du myocarde expriment majoritairement le canal calcique Cav1.2 tandis que les cNSA en expriment d’autres isoformes. Ce sont les canaux calciques de type L (LTCC) Cav1.3 et de type T (TTCC) Cav3.1, qui sont impliqués dans la DD. Les souris génétiquement modifiées pour Cav1.3 et/ou Cav3.1 ont des caractéristiques physiopathologiques et sont utilisées comme modèle d’étude des dysfonctions sinusales de l’homme. La cartographie optique du NSA isolé a permis de révéler une activité électrophysiologique intrinsèque altérée par les mutations. L’expérimentation en patch clamp et en imagerie calcique des cNSA isolées montrent que les mutations altèrent la mécanistique cellulaire du pacemaker. Le couplage de ces approches à l’utilisation d’outils pharmacologiques spécifiques a permis d’évaluer la contribution des différents éléments à cette mécanistique cellulaire et de préciser les controverses sur les fondements de l’automatisme cardiaque. Cette thématique de recherche présente des enjeux majeurs dans le domaine de la santé puisque les perspectives thérapeutiques et les stratégies pharmacologiques pour traiter les dysfonctions sinusales nécessitent une connaissance intégrale du mécanisme. / Heart automaticity is generated by a basic pacemaker mechanism not fully understood and still controversial. Pacemaker activity is initiated by specialized cardiomyocytes in the Sino-atrial node (SAN). The spontaneous phase of diastolic depolarization (DDP) characterizes SAN cells (SANc). This phase drives the membrane potential of SANc from the end of the repolarization to the threshold of the next action potential (AP). This spontaneous activity involves several ion channels on the plasma membrane and the intracellular dynamic of calcium. In terms of calcium channels, atrial and ventricular cardiomyocytes express mostly Cav1.2 whereas SANc express two additional isoforms. Specifically, in SANc are expressed Cav1.3 LTCC (L type Calcium channels) and the Cav3.1 TTCC (T type Calcium channels), which are activated during the DD. Genetically modified mice inactivated for Cav1.3, Cav3.1 and Cav1.3/Cav3.1 we generated and used as a models of study of human SAN dysfunctions. In particular, we highlighted the impairment of the pacemaker activity in these mice by optical mapping of the intact SAN, and by patch clamping and calcium imaging of isolated SANc. Coupling this approaches with pharmacological tools allowed us to evaluating the contribution of the various elements constituting to the pacemaker mechanism. This thematic of research presents major issues in terms of public health. Indeed, we need a better understanding of the pacemaker mechanism to develop pharmacological strategies against SAN dysfunction.

Considerando a importância de tornar a educação e a prática docente mais próximas à realidade do educando e da sociedade contemporânea e considerando ainda a relevância que as novas tecnologias de informação e os recursos midiáticos podem somar ao processo educativo, essa pesquisa investigou as contribuições da utilização do software Movie Maker para a construção de narrativas digitais. À luz do embasamento teórico, realizamos uma análise das produções dos educandos com o intuito de averiguar os avanços obtidos, resultados e entraves da metodologia aplicada. Esta investigação foi baseada numa lógica seqüencial de construção do conceito, desenvolvida dentro da teoria sócio-construtivista. Foram utilizadas a diversidade dos recursos midiáticos e das novas tecnologias de informação para despertar a curiosidade e a reflexão e para que através do contato com o novo, surgisse o conflito cognitivo, a fim de que o aluno adquirisse saberes que o habilitasse a explicar um processo, formular um conceito, chegando a um nível de conhecimento maior. Avaliamos os recursos midiáticos como importantes ferramentas de contextualização e renovação de conteúdos didáticos, bem como poderosos meios de motivação e sedução discente para o aprender a aprender.(ASSMANN, 2002). Trata-se de uma pesquisa realizada com alunos do ciclo fundamental II e EJA de escolas públicas, sendo que o material analisado, foi coletado no laboratório de informática e sala de aula. Para obtenção dos dados da pesquisa, fui simultaneamente educadora e pesquisadora. Os dados obtidos durante o processo de investigação permite avaliar que efetivamente houve a contribuição, especifica do software Movie Maker, como ferramenta procedimental para a melhoria da produção oral e escrita do gênero narrativo pelos alunos envolvidos. Além disso, o processo investigativo reforçou a certeza de que a mediação do professor é fundamental para a construção do conhecimento formal. / Considering the importance of making the education and the teaching practice nearer to the reality of the pupil and of the contemporary society and considering still the relevance what new technologies of information and media resources can add up to the educative process, this research investigated the results of the use of Movie Maker software for the construction of digital narratives. By the light of the theoretical foundation, we carry out an analysis of the pupils productions with the intention of checking the obtained advancements, results and obstacles of the hard-working methodology. This investigation was based on a construction of the concept sequential logic, developed inside the social-constructivist theory. It was used media resources and information new technologies diversity to wake curiosity and reflection so that, through the contact with the new, the cognitive conflict appeared, and so that, from then on, the pupil acquired knowledge that would enable him to explain a process, to formulate a concept, reaching so a level of better knowledge (DIJK, 1992). We considered media resources as important tools of context and renovation of educational contents, as well as mighty ways of motivation and learning seduction for learning to learn (ASSMANN, 2002). A research carried out with pupils of the Basic II Cycle of public schools, being that most of the analysed material were collected in the computer science laboratory and in the classroom, that´s what this is all about. For getting the research data, I was simultaneously an educator and investigator. The data obtained during the process of investigation allow us to evaluate that there effectively was specific contribution of Movie Maker software, like procedure tool for the improvement of oral and written production of narrative type for the involved pupils. Besides, we can think that the teacher´s mediation is basic for the construction of formal knowledge.

This report is written as a summary of the solution to the problem that the staff for the course TDDD23 at the Swedish university Linköpings universitet wanted two computer game skeletons. One for a scrolling shooter game and one for a strategy game. The games the staff wanted were to be like two existing games. The scrolling shooter was to be like the scrolling shooter from the tutorial GM Tutorial Scrolling Shooter[1]. The strategy game was to be like an existing game called Ancient War[2]. There were some additional requirements that the games had to fulfill. The games were created using Game Maker. It is an easy to use program for creating small computer games. The result of the project was two game skeletons. One for a scrolling shooter game and one for a strategy game. The skeletons were according to the requirements stated.

Le manuscrit présente une étude de la réponse non linéaire de films moléculaires chiraux. Ces recherches s'inscrivent dans le contexte général d'une meilleure compréhension de la brisure de symétrie dans les films moléculaires et l'apparition de la chiralité. Ces systèmes moléculaires laissent envisager des perspectives intéressantes notamment le développement d'une nouvelle technologie de guides optiques chiraux.Dans un premier temps, la description des systèmes moléculaires, la fabrication des films ainsi que la modélisation de la réponse non linéaire sont présentées. Dans une seconde partie, les études menées sur des monocouches moléculaires formées sur une interface liquide ont démontré la possibilité de suivre la transition entre une chiralité intrinsèque à la molécule vers une chiralité supramoléculaire induite par une compression mécanique de la monocouche. Il s'avère que ce processus est réversible si la compression du film n'est pas maintenue. Dans une troisième partie, l'analyse du signal optique non linéaire provenant de films solides minces a mis en avant la présence d'une structuration et d'une orientation particulière des molécules dans ce film / The manuscript presents a study of the nonlinear response of chiral molecular films. This research is within the general context of a better understanding of the symmetry breaking in molecular films and the emergence of chirality. These molecular systems presage interesting perspectives including the development of a new chiral optical guides technology.Initially, we describe molecular systems, films formation as well as the modeling of the nonlinear response. In the second part, studies of molecular monolayers formed on a liquid interface demonstrated the ability to monitor the transition between intrinsic chirality of molecule to a supramolecular chirality induced by mechanical compression of the monolayer. It turns out that this process is reversible if the films compression is not maintained. In the third part, the analysis of the nonlinear optical signal from thin solid films bring out the presence of a particular structure and orientation of molecules in the film

Temat för vårt kandidatarbete är att skapa spel för dem som har någon typ funktionsvariation, vilket innebär att till viss del att göra spel som är speciellt gjorda för dem som har funktionsvariationer som är skapade så att dem hjälper människorna att kunna spela spelen. Exempelvis med hjälp av ljud som ska kunna leda spelaren till sitt mål eller skapa spelkontroller för dem som har till exempel Multipel Skleros. Detta gör vi genom att skapa ett sätt att kunna låta dem spela spel som dem i vanliga fall inte skulle kunna spela då de inte har full kontroll över sin egen motorik och kan då ha svårt för att använda en traditionell spelkontroll och detta skapar vi med hjälp av Furuboda folkhögskola. Vi gör detta för att dem som har någon form av funktionsvarianter ska kunna använda spelet för att dels träna upp sina muskler om det är Multipel skleros eller om dem har nedsatt syn, att kunna använda spelet för att träna på hur de ska hitta i nya miljöer utan risken att skada sig Till detta använde vi oss utav Game Maker för att skapa ett spel tillsammans med en Makey Makey som vi använde för att skapa nya spelkontroller av nästan vad vi ville och därmed ge oss möjligheten att skapa spelkontroller som vem som helst kan använda, även med en funktionsvariation. Det vi kan ta från detta är att med hjälp av Makey Makey som spelkontroll så kan personer med funktionsvariationer spela vårt spel utan att behöva använda en traditionell spelkontroll som kan vara svårare att använda. På grund av detta så kan personer med funktionsvariationer lättare få tillgång till vårt spel och därmed träna upp sin motorik eller förmåga att hitta i nya områden. / The theme for our bachelor thesis project is to create a video game for those that have some sort of disability and this means in part making a video game especially for those that have a disability. Which are made in such a way to help these people to play video games with, for example, the help of sounds that will lead the player to their goal or create a video game controller for those that have Multiple sclerosis with focus on two of the many symptoms people with the disability might experience, lack in motor skills/control or reduced vision. We create a way for these people to play games that they usually wouldn't be able to play. Which is due to the fact that they might not have complete control over their motor skills, or muscles, and because they could have trouble using a traditional video game controller. We do this with the help of Furuboda folk-school.We did this so that those with some sort of disability could use to train up their motor skills of they have Multiple sclerosis or if it's reduced vision to be able to use the game to practice how to find their way around new areas without risk of harming themselves. We created the game using Game Maker in combination with a Makey Makey that we could use to create our own video game controllers out of almost anything and in turn gives us the opportunity to create controllers that most people can use, even if they have some form of disability. Therefore, our game is accessible to people with disabilities as well, and they consequently would be able to exercise their motor skills or ability to navigate through new areas. What we can take from this is that with the help of Makey Makey as a game controller, people with disabilities lay our games without the need of a traditional controller that can be harder for them to use. Because of this people with disabilities can have an easier access to our game and easier way to train up their motor skills or ability to find their way in new areas.

No description available.