A fantasy world, that exists only in our minds, provides us a place where we can mentally escape from everyday reality. Escapism, such as indulging in daydreams, allows us to experience comfort and makes us feel safe, eliminating feelings of insecurity and vulnerability. This study aims to use playfulness and reverie as a tool to access and confront mental discomforts. Transforming disturbing situations into an experience of reverie; a correction of unsatisfying reality, by converting a solid component of the real world into a desirable infinite form will provide alternative viewpoints. Throughout my work, this method has been employed to address personal phobias, violent conflicts, political insecurity, and racial inequality. It is my hope to employ daydreaming as a form of serious play to provide a new way of perceiving unsatisfying reality.

<p>The aim of this study was to explore the use of play with toddlers who are HIV positive to facilitate play, playfulness and sensory-motor development. The objectives were to explore how the therapist facilitated play, to explore how the child responded to the intervention, to explore how playfulness manifested as a facilitatory strategy and to explore how playfulness manifested as a response. A qualitative approach framed the case study research method with three participants between the ages of twelve months and three years. The main source of data was a record of the play-based intervention with the three participants. Additional data was obtained from participant observation of the children&rsquo / s responses to the play-based intervention, and hospital and occupational therapy record notes. A theory analytical strategy was used by coding data using theoretic propositions inductively. Each case was first analyzed individually, and then an analysis was made across the cases. Qualitative analysis of the data was done manually by coding, seeking categories and eliciting emergent themes by using an analytical strategy of theoretical propositions and an analytical technique of explanation building. Coding was done inductively, using theoretical constructs from the occupation by design, namely the elements of appeal, intactness and accuracy. Signs of playfulness were coded according to evidence of the elements of playfulness, namely perception of control, intrinsic motivation, suspension of reality or framing were evident in the data. Findings of the study were reported under two themes: Playful enablement &ndash / the therapist and Engaging, playing and developing &ndash / the child.</p>

Abstract The video game consoles was accompanied with players for decades, from the video game consoles of the first generation that have simple screen and hardware, to the video game consoles of the seventh generation that have exquisite screen, online functions, and excellent hardware, players have deep impressions on these video game consoles of every generation. In the market of new generation video game consoles, Wii was favored with consumers after Nintendo began to sale it, because we could use the motion controller to control the games. However, the gap of the quantities of new generation video game consoles was narrowed by the SONY and Microsoft after they started to offer motion controllers, the Playstation Move for PS3 and Kinect for XBOX 360. Therefore, understandingthe factors that affect the intention of X and Y generation consumers, the main consuming group of video game consoles, to purchase new generation video game consoles is the important thing for corporations. We add perceived playfulness and portraits of the new generation into Technology Acceptance Model (TAM) and modify TAM to discuss the factors to affect the intention of X and Y generation consumers to purchase new generation video consoles. The total research effective tests are 202 copies. The conclusions of this study are presented as follows: 1. X generation consumers pay more attention to perceive usefulness, and Y generation consumers pay more attention to perceived playfulness. 2. Variables that affect X and Y generation consumers most are perceived usefulness, perceived playfulness, portraits of video game consoles and intention of use. 3. TAM is confirmed that it¡¦s suitable for the study on video game consoles.

As the mobile devices are popularized, the population of mobile Internet is increasing year by year. The mobile application service includes mobile information, mobile entertainment, mobile transaction, and mobile location service. The most growing market is the mobile game. According the prediction of Juniper¡¦s research, the output value of global mobile game industry will reach 9.7 billion dollars. To research the sunrise industry topic, the Theory of Reasoned Action (TRA) and the Technology Acceptance Model (TAM) are integrated in this thesis. Contextual Effects in the Usage Intention of Mobile Games. The causal relationship of perceived playfulness, perceived ease of use, attitude, subjective norm, and intention is researched. The influence of location, task, and subjective norm on intention is also studied. According to the research and the result of PLS analysis, the Theory of Reasoned Action and the Technology Acceptance Model are verified in this thesis. Additionally, the assumptions proposed in this research are verified and proved. Some results are derived in this research. The perceived ease of use positively influences the perceived playfulness. The perceived playfulness and the perceived ease of use positively influence the attitude. The attitude and the subjective norm positively influence the intention. The interaction of the location and the subjective norm will regulate the intention. The interaction of the task and the subjective norm will not regulate the intention. Some further TAM Model results are derived in this research. The perceived playfulness and the perceived ease of use positively influence the intention. The influence of location, task, and perceived playfulness on intention is also studied. Finally, according to the result of the study, some suggestions are proposed for future research.

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<p>The aim of this study was to explore the use of play with toddlers who are HIV positive to facilitate play, playfulness and sensory-motor development. The objectives were to explore how the therapist facilitated play, to explore how the child responded to the intervention, to explore how playfulness manifested as a facilitatory strategy and to explore how playfulness manifested as a response. A qualitative approach framed the case study research method with three participants between the ages of twelve months and three years. The main source of data was a record of the play-based intervention with the three participants. Additional data was obtained from participant observation of the children&rsquo / s responses to the play-based intervention, and hospital and occupational therapy record notes. A theory analytical strategy was used by coding data using theoretic propositions inductively. Each case was first analyzed individually, and then an analysis was made across the cases. Qualitative analysis of the data was done manually by coding, seeking categories and eliciting emergent themes by using an analytical strategy of theoretical propositions and an analytical technique of explanation building. Coding was done inductively, using theoretical constructs from the occupation by design, namely the elements of appeal, intactness and accuracy. Signs of playfulness were coded according to evidence of the elements of playfulness, namely perception of control, intrinsic motivation, suspension of reality or framing were evident in the data. Findings of the study were reported under two themes: Playful enablement &ndash / the therapist and Engaging, playing and developing &ndash / the child.</p>

There is an emerging body of literature about older women and play, often focused on social groupings (e.g., Red Hats Society, Raging Grannies). This study aimed to contribute to this body of literature by exploring the meaning, experience, and place of play and playfulness in the day-to-day lives of older women. Interpreting older women’s play as a phenomenologist informed by the feminist gerontology literature, I explored, described, and interpreted play using the voices, words, lived experiences, and artful reflections of four focus groups comprised of nineteen women between the ages of 63 to 95 years. Play emerged to be a wonderful, complex, and paradoxical phenomenon for older women that interconnected in three ways: as a doing, a feeling, and a being. Within and across the women, play was characterized by these paradoxes: time flies by and time slows down, productive and unproductive, social and solitary, and serious and silly. Play was infused into the everyday lives of these older women. Arts-based methods served to invigorate and engage the women and me, and transformed the research environment into a comfortable, open space to play and be playful, and to share, gather, and build knowledge. Thus this research contributes to the growing body of literature about the lives and experiences of older women, from their perspective, adds insight into older women’s play, and grows our knowledge about collecting data through arts-based methods with older women.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2016-08-25T18:50:24Z No. of bitstreams: 1 Orlando Zambelli.pdf: 1245054 bytes, checksum: 0968af4dc389028566ebddb0a1ca54cb (MD5) / Made available in DSpace on 2016-08-25T18:50:24Z (GMT). No. of bitstreams: 1 Orlando Zambelli.pdf: 1245054 bytes, checksum: 0968af4dc389028566ebddb0a1ca54cb (MD5) Previous issue date: 2014-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Master's thesis is focused on analyzing the possible rupture of playfulness in the early years of elementary school. The aim is to reflect on the play activities as a pedagogical tool and their collaboration for learning in this school phase considering the child's transition from early childhood education to the elementary school and its distinct peculiarities. The qualitative research comprises a literature work based on renowned authors on the subject, official documents and interviews with teachers working in these series, and expert in the field. The analysis of collected data allowed more precise considerations on the use of playfulness as a pedagogical tool in the early years of elementary school, as well as provide elements for understanding of its importance in this universe / A presente dissertação de Mestrado teve como foco analisar a suposta ruptura da ludicidade nos primeiros anos do Ensino Fundamental. O objetivo é refletir sobre as atividades lúdicas como ferramenta pedagógica e sua colaboração para o aprendizado nesta fase escolar considerando a transição da criança da educação infantil para o ensino fundamental e suas particularidades distintas. A pesquisa de cunho qualitativo compreende um trabalho bibliográfico com base em renomados autores sobre a temática, documentos oficiais e entrevistas com professores atuantes nessas séries e especialista no tema. A análise dos dados coletados possibilitou considerações mais precisas sobre o uso da ludicidade como ferramenta pedagógica nos primeiros anos do ensino fundamental, além de trazer elementos para compreensão de sua importância nesse universo.

Curiosity, as a strong motivator for exploration and discovery, has long been an underexplored but important emotional response in relation to technology. This research considers that it has great potential to improve many aspects of the user experience, especially in today’s screen-saturated context. However, engaging curiosity by novelty and uncertainty may exhaust attentional strength and challenge usability. Thus, the purpose of this research is to find ways to foster the human trait of curiosity and avoid its negative effects. To gain an in-depth understanding of curiosity, the first chapter reviews cross-disciplinary literature to expand its role in improving user experience. This ranges from serving as an attention grabber to including the values that contribute to human survival, thriving, emotional resilience, and personal development. The second chapter identifies problems in the current curiosity-provoking design methods. The chapter also emphasises design for supporting active curiosity and avoiding the creation of purely novel stimuli. This approach is to encourage active curiosity to develop. To this end, the research proceeds to conduct observational studies at a museum to broaden our understanding of factors that influence people’s curiosity and exploration within a screen-mediated context. Based on these observations, I identified that there are three conceptual elements: sociability, embodiment, and playfulness. Through theoretical discussion and reflection upon the design examples, subsequent three chapters explore the relationship between curiosity and each conceptual element. The chapters also suggest several design approaches that embrace curiosity in relation to its social, embodied, and playful nature. These include creating a sense of co-curiosity, allowing the use of covert and overt curiosity-satisfying strategies, increasing bodily exploration affordances of the screen for linking curiosity with embodiment, using metaphors of the body-screen relationship, and developing possibilities and adding enchanting effects for eliciting playfulness to enrich curiosity. In essence, this research enhances our understanding of the user experience from the perspective of curiosity, and these design suggestions also help to embrace users’ active curiosity in developing sociable, embodied, and playful well-being in the age of ubiquitous screens.

223 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-30T12:33:43Z No. of bitstreams: 2 Dissertacao_Antonia Ramos2.pdf: 1939622 bytes, checksum: d5021c2b8f7a1977880626a20914476d (MD5) Dissertacao_Antonia Ramos1.pdf: 5819268 bytes, checksum: b21df058670cb90fb4a1f5d579dd7527 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T13:59:24Z (GMT) No. of bitstreams: 2 Dissertacao_Antonia Ramos2.pdf: 1939622 bytes, checksum: d5021c2b8f7a1977880626a20914476d (MD5) Dissertacao_Antonia Ramos1.pdf: 5819268 bytes, checksum: b21df058670cb90fb4a1f5d579dd7527 (MD5) / Made available in DSpace on 2013-06-11T13:59:24Z (GMT). No. of bitstreams: 2 Dissertacao_Antonia Ramos2.pdf: 1939622 bytes, checksum: d5021c2b8f7a1977880626a20914476d (MD5) Dissertacao_Antonia Ramos1.pdf: 5819268 bytes, checksum: b21df058670cb90fb4a1f5d579dd7527 (MD5) Previous issue date: 2008 / Esta pesquisa teve como meta principal compreender como a prática da ludicidade e do sociodrama pode contribuir para a formação e/ou melhoria dos vínculos entre os sujeitos da práxis pedagógica, favorecendo a convivência e a aprendizagem. A pesquisa qualitativa foi a abordagem utilizada para o estudo, desenvolvida a partir da pesquisa-ação. O estudo traz os fundamentos teóricos que sustentam a pesquisa prática, pautados pelo ideário de Jacob Levi Moreno, Cipriano Luckesi e Paulo Freire. Traz reflexões metodológicas sobre uma experiência sócio-educacional, desenvolvida com base em um dos pilares da educação para o século XXI – “Aprender a viver juntos” – de Jacques Delors, vivenciados através de práticas lúdicas e sociodramáticas com o intuito de identificar as possibilidades que essas práticas criam na formação de vínculos entre os atores escolares e uma narrativa contendo os caminhos e (des)caminhos de um pesquisador. O palco desse estudo foi uma escola pública estadual com dois grupos pesquisados, obtendo-se importantes resultados principalmente na convivência e aprendizagem. O trabalho com atividades lúdicas e sociodramáticas traz a possibilidade de formação dos vínculos através de um trabalho lúdico, reflexivo, contextualizado. Concluímos então, que o importante na prática educativa escolar é o vínculo entre os atores escolares e este tem grandes possibilidades de ser formado com atividades lúdicas e sociodramáticas para fomentar a convivência e a aprendizagem, mas também está aberto a qualquer experiência que traga a união, o afeto e o respeito ao outro como foco. / Salvador