Medeltemperaturen på jorden har ökat markant under de senaste 70 åren. Orsaken bakom detta är 97% forskare överens om, det är människan som orsakat det. Trots denna överväldigande vetenskapliga konsensus finns det människor som inte tror på global uppvärmning men även väldigt många människor som inte agerar på denna information. Ett sätt att överbrygga oförmågan att agera på vetenskaplig information är genom spel som motiverar människor till sänkta koldioxidutsläpp. Det övergripande syftet med denna studie är att få en djupare förståelse för spelarnas upplevelse av klimatspelet Play for Eco. För att utföra detta användes en kvalitativ ansats innefattande semi-strukturerade intervjuer. De huvudsakliga resultaten i denna studie är (1) Play for Eco motiverar sina spelare till att spela genom att det fungerar som en informationskälla till att bli mer miljövänlig, det ger insikt till en implementation av hur teknik kan förmedla miljötänk samt fungerar det som en metod för att sänka ens klimatavtryck på ett roligt sätt. (2) Play for Eco har problem med att; visualisera framgång, anpassa spelet efter olika målgrupper, ge spelarna mer feedback efter avklarat uppdrag samt erbjuda ett sätt för spelare att kommunicera med varandra. (3) För att ytterligare motivera sina spelare behöver Play for Eco; implementera ett narrativ, tillhandahålla mer konkret feedback över hur ett avklarat uppdrag påverkar ens klimatavtryck, anpassa spelet efter mer erfarna spelare samt erbjuda ett sätt för spelarna att kommunicera med varandra. / The average temperature on earth has increased significantly over the last 70 years. 97% of researchers agree that the reason behind this is humans. Despite this overwhelming scientific consensus, there are people who do not believe in global warming but also many who do not act upon this information. A method to overcome the inability to act upon scientific information, is through games that motivate people to reduce their carbon dioxide emissions. The overall aim of this study is to gain a deeper understanding of the players' experience of the climate game Play for Eco. To do this, a qualitative approach including semi-structured interviews was used. The most important results in this study are (1) Play for Eco motivates its players by acting as a source of information for how to live more sustainable, giving insight to an implementation of how technology can convey environmental thinking as well as functioning as a method to lower one's carbon dioxide footprint in a fun way. (2) Play for Eco has problems with; visualizing success, customizing games for different audiences, giving players more feedback after completing missions as well as offering a way for players to communicate with each other. (3) To further motivate their players, Play for Eco needs to; implement a narrative, provide more concrete feedback on how a completed task affects one's climate impact, adapt the game to more experienced players as well as offer a way for the players to communicate with each other.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-09T17:48:58Z No. of bitstreams: 1 RITA DE CASSIA OLIVEIRA.pdf: 974638 bytes, checksum: 20942ce1ec827e413b1a4a50ab151e5d (MD5) / Made available in DSpace on 2017-10-09T17:48:58Z (GMT). No. of bitstreams: 1 RITA DE CASSIA OLIVEIRA.pdf: 974638 bytes, checksum: 20942ce1ec827e413b1a4a50ab151e5d (MD5) Previous issue date: 2016-12-14 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research deals with play pretending in kindergarten. The problem to be investigated and the central objective of the research is to understand and identify if differences in the school context (teacher, physical space, colleagues and objects) influence the way children play pretends in kindergarten, base guiding Vygotsky's historical-cultural theory, anchored in the historical dialectical materialism of Karl Marx. It is also part of the objectives of this research, to systematize the contributions of play of make-up for children's development in the perspective of cultural historical theory; highlight the role of the teacher in the games, in the light of cultural historical psychology and historical-critical pedagogy; to observe children of the children's education in the school context in situations of play of account and to analyze what they think teachers of the infantile education in relation to the play of make account in the school and how they develop their practices. This is a qualitative research whose empirical material was produced through a semi-structured interview and participant observation. The field of investigation was two groups of children of five years of age, being a class of private school and another one of public school, both of infantile education of the city of Hortol?ndia. The children were observed for three months, once a week, always on Fridays, each period of the day in one of the two schools totaling twelve days in each school. The interviews were conducted with eight teachers, four from each of the schools. We previously carried out a bibliographical review on our thematic in theses and dissertations, aiming to identify what has been produced on the subject in the last five years. It was possible to realize that many publications regarding children's play in school were not carried out. This research shows us the importance of stimulating reflections and possible changes in teaching practices regarding the valuation of play pretending as an indispensable activity in the development of children in early childhood education. / Esta pesquisa trata do brincar de faz de conta na escola de educa??o infantil. A problem?tica a ser investigada e o objetivo central da pesquisa ? compreender e identificar se as diferen?as no contexto escolar (professor, espa?o f?sico, colegas e objetos) influenciam na forma como as crian?as brincam de faz de conta na escola de educa??o infantil, tendo como base norteadora a teoria hist?rico-cultural de Vygotsky, ancorada no materialismo hist?rico dial?tico de Karl Marx. Tamb?m faz parte dos objetivos dessa pesquisa, sistematizar as contribui??es do brincar de faz de conta para o desenvolvimento infantil na perspectiva da teoria hist?rico cultural; destacar o papel do professor nas brincadeiras, ? luz da psicologia hist?rico cultural e pedagogia hist?rico-cr?tica; observar crian?as da educa??o infantil no contexto escolar em situa??es de brincadeiras de faz de conta e analisar o que pensam professores da educa??o infantil em rela??o ao brincar de faz de conta na escola e como desenvolvem suas pr?ticas. Essa ? uma investiga??o de cunho qualitativo, cujo material emp?rico foi produzido por meio de entrevista semiestruturada e observa??o participante. O campo de investiga??o foram duas turmas de crian?as de cinco anos de idade, sendo uma turma de escola particular e outra de escola p?blica, ambas de educa??o infantil da cidade de Hortol?ndia. As crian?as foram observadas durante tr?s meses, uma vez por semana, sempre as sextas feiras, cada per?odo do dia em uma das duas escolas totalizando doze dias em cada escola. As entrevistas foram realizadas com oito professores, sendo quatro de cada uma das escolas. Realizamos previamente revis?o bibliogr?fica sobre nossa tem?tica em teses e disserta??es, visando identificar o que se tem produzido sobre o assunto nos ?ltimos cinco anos. Foi poss?vel percebermos que n?o foram realizadas muitas publica??es referentes ao brincar infantil na escola. Essa pesquisa nos mostra a import?ncia de estimular reflex?es e poss?veis mudan?as nas pr?ticas docentes no que se refere ? valoriza??o do brincar de faz de conta como atividade indispens?vel no desenvolvimento de crian?as da educa??o infantil.