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Submitted by Ewertton Carneiro Pontes (ewerttonc@gmail.com) on 2018-01-24T11:08:47Z No. of bitstreams: 1 OT-RPG SAD-EsAO.pdf: 25744864 bytes, checksum: c51934b1dabea4c3da0603b3437d7c0c (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-01-24T11:29:06Z (GMT) No. of bitstreams: 1 OT-RPG SAD-EsAO.pdf: 25744864 bytes, checksum: c51934b1dabea4c3da0603b3437d7c0c (MD5) / Made available in DSpace on 2018-01-24T11:29:06Z (GMT). No. of bitstreams: 1 OT-RPG SAD-EsAO.pdf: 25744864 bytes, checksum: c51934b1dabea4c3da0603b3437d7c0c (MD5) / Nesta tese, seguindo uma abordagem de tecnologia da informação e comunicação, apresenta-se uma arquitetura computacional pedagógica, chamada Objective Team - Role Playing Game / Sistema de Apoio a Decisão - Escola de Aperfeiçoamento de Oficiais (OT-RPG / SAD-EsAO), com o objetivo de aperfeiçoar a capacidade cognitiva de tomada de decisão de alunos de uma Escola do Exército Brasileiro, onde o processo ensino/aprendizagem se faz segundo um trabalho colaborativo em equipe. Este instrumento pedagógico, construído colaborativamente por analistas cognitivos e especialistas em fenomenologia do trabalho de estado-maior do Exército Brasileiro, teve como base de aplicação o Curso de Aperfeiçoamento de Oficiais. Partindo da estrutura e dos conceitos do RPG, cujos personagens são individuais, elaborou-se um aperfeiçoamento da estrutura e introduziu-se o conceito de personagens em equipes. Foram levantados os aspectos cognitivos da fenomenologia do trabalho de estado-maior, práxis comum no planejamento de operações militares no Exército Brasileiro e objeto de estudo na Escola, para modelar esta solução pedagógica. Os experimentos foram realizados nos cursos da EsAO e, tendo em vista tratar-se de uma investigação sobre práticas educacionais, utilizou-se a abordagem metodológica Design Based Research (DBR) como método de pesquisa e os pressupostos do socioconstrutivismo e do sociointeracionismo como concepção epistemológica, considerando a inseparável relação entre conhecimento teórico e a aplicação prática, característica dos profissionais da arte da guerra. / ABSTRACT In this thesis, following an information and communication technology approach, a pedagogical computational architecture, called Objective Team - Role Playing Game / Decision Support System - Officers Improvement School (OT-RPG / SAD-EsAO) is presented, with the objective of improving the cognitive decision-making capacity of students of a Brazilian Army School, where the teaching / learning process is done according to a collaborative team work. This pedagogical tool, built collaboratively by cognitive analysts and specialists in the phenomenology of the Brazilian Army's general staff work, had its application basis on the Captains Career Course. Starting from the structure and concepts of RPG, whose characters are individual, an improvement of the structure was elaborated and the concept of characters in teams has been introduced. The cognitive aspects of the phenomenology of general staff work, common praxis in the planning of military operations in the Brazilian Army and object of study in the School, were raised to model this pedagogical solution. The experiments were carried out in the courses of the EsAO and, since it is an investigation on educational practices, the methodological approach Design-Based Research (DBR) was used as research method and the assumptions of socioconstructivism and of socio-interactionism as epistemological conception, considering the inseparable relation between theoretical knowledge and the practical application, characteristic of the professionals of the art of war.

Made available in DSpace on 2016-06-02T19:05:39Z (GMT). No. of bitstreams: 1 2663.pdf: 8403936 bytes, checksum: 20ebe5a87d4faad6fe7ae99f16b1b97a (MD5) Previous issue date: 2009-09-24 / Financiadora de Estudos e Projetos / This research describes how common sense knowledge can help to define and to tell stories in narrative games. In order to evaluate this possibility, it has been developed a Web narrative game, called Contexteller, which allows educators to teach some skills that are part of the student s education and life, such as: ways to express themselves and to work in group. Nowadays, there are several educational challenges to teach some skills at school. For instance, educators can not easily find a tool or activity in order to help them to work collaboratively with their students. Therefore, this game allows educators, as co-authors, to create the story taking into account their goals, pedagogical approach and the student s cultural reality. Through the game, they can get some information related to the student s values, culture and knowledge, i.e., student s common sense. Then, teachers can use common vocabulary before and during the narrative, considering myths, beliefs and knowledge of the students´ group and, consequently, enabling them not only to identify but also to get interested in collaborate with the teacher and the other students to develop the story. In order to observe the use of this game in an educational environment and collect the opinion of target group a study case, described in this thesis, was performed at a school in Itapira/SP. / Neste trabalho é descrito como o conhecimento de senso comum pode apoiar na criação e condução de histórias em jogos do tipo narrativo. Para verificar a viabilidade do uso de senso comum foi desenvolvido um jogo narrativo Web, chamado Contexteller, que tem como objetivo permitir ao educador ensinar aos alunos algumas habilidades que fazem parte do processo de aprendizado e da vida, tais como: o trabalho colaborativo e a livre expressão de idéias; uma vez que, as escolas ainda encontram muitos desafios educacionais para ensinar habilidades como essas, preparando o aprendiz para ser um cidadão participante em sua comunidade. Os educadores têm dificuldades para encontrar ferramentas e/ou atividades que os apóiem a trabalhar essas habilidades com seus alunos, estabelecidos os objetivos pedagógicos e percebidas as necessidades dos aprendizes. Nesse contexto, este trabalho apresenta o Contexteller para permitir aos educadores promover a atividade de contar histórias colaborativamente e, através destas histórias, ensinar e/ou trabalhar essas habilidades com seus alunos. Este jogo permite ao educador, como co-autor, criar histórias de acordo com os seus objetivos e princípios pedagógicos, considerando a realidade cultural dos alunos, pois, durante a elaboração e condução da história, o jogo disponibiliza informações relacionadas a cultura, valores, o vocabulário, enfim com o senso comum dos alunos. Através dessas informações culturais, o educador pode utilizar um vocabulário comum a todos durante a narrativa, considerando mitos, crenças, conhecimento de um certo grupo de alunos, permitindo que eles se identifiquem e, possam ter maior interesse e engajamento para se expressar e colaborar com a história. Com o intuito de observar o uso desse jogo em um ambiente educacional e coletar a opinião do público alvo, foi realizado um estudo de caso na Escola Educacional Vivência SS Ltda., parceira do LIA nos projetos educacionais, de Itapira/SP, relatado neste trabalho.

O objetivo desta pesquisa é esclarecer as várias possibilidades de chegar a um modo mais natural e equilibrado de tocar o violoncelo. Inicialmente, o panorama geral da pedagogia e técnica violoncelística foi analisado com a finalidade de determinar conclusões e opiniões a respeito de recursos pedagógicos atuais, somados aos conhecimentos próprios do autor. Em seguida, houve uma pesquisa bibliográfica e dos meios eletrônicos sobre seis técnicas de reeducação corporal, sendo que, em média, dez aulas particulares para cada técnica foram realizadas pelo autor. Foram também analisadas informações sobre o aumento da ocorrência de danos físicos no meio musical, bem como sobre o corpo dos atletas e seus cuidados. Todas as informações colhidas serviram de base para uma discussão, visando à construção e a elaboração de uma proposta de uma nova pedagogia para os violoncelistas, buscando um funcionamento mais natural do corpo e auxiliando no combate das posturas viciosas, a fim de evitar danos físicos futuros aos executantes deste instrumento. / The object of this work is to suggest various possibilities to arrive at a more natural and balanced mode of playing the violoncello. Initially, the general panorama of violoncello pedagogy and technique was analyzed in order to determine conclusions and opinions with regard to pedagogical resources today, together with the personal knowledge of the author. Next, six methods of corporal reeducation were researched, through bibliographic and electronic means, with the author participating in an average of ten private lessons in each technique. Information with regard to the increasing occurrence of physical injuries in the musical class was also analyzed, as well as that pertaining to athletes bodies and their care. All information garnered served as the basis for a discussion aimed at the construction and elaboration of a proposal of a new violoncello pedagogy that strives for a more natural functioning of the body and helps combat detrimental postures, so that future injuries to violoncellists may be avoided.

This diploma thesis examines the impact of playing RPG on the development of players'creative thinking. Our aim was to analyze the development of creative thinking in relation with RPG playing. This development was observed in the group of beginners and advanced players and in the control group during six months using creative thinking tests (Torrance Tests of Creative Thinking - Figural, Urban's Test for Creative Thinking- Drawing Production). Tests were administered three times, in the beginning, after 3 months and after 6 months. During the second measurement the experimental group was also assigned a Creative Personality Scale (CPS). The obtained values were processed using descriptive statistics, correlation analysis and t-tests. Overall, it has not been conclusively proved that playing RPG influenced the creative thinking development of players, but a certain trend of improved creativity, especially in RPG-beginners was observed. We found out that the gaming intensity (hours per week) and the creativity are not related. A positive relation between the CPS score and the creativity improvement and also relation between the age and the creativity improvement was established. KEYWORDS RPG, creative thinking, Torrance Tests of Creative Thinking - Figural, Urban's Test for Creative Thinking-Drawing...

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In order to measure how role-playing games could potentially influence the players’ attitudes towards death and mortality, 191 subjects were surveyed using the revised version of the Death Attitude Profile (DAP-R) (Wong, Reker, and Gesser 1994), a Likert-scale 32 item closed survey. 14 of the respondents were surveyed in person before playing the live-action role-playing game Hello In There (Hugaas 2019), a game that deals with themes of death and mortality, and again in an online form 24 days later. These results were compared to each other, and run through a one way ANOVA and a two-tailed Welch test to determine significance. The other 177 respondents were surveyed once, using an online form, and four demographic questions were added to use as functions from which to interpret the results. The demographic questions concerned themselves with age, gender, general role-playing experience, and specific role-playing experience with themes of death and mortality. These results were run through a one-way ANOVA, a post hoc Tukey-Kramer test, and a two-tailed Welch test to determine significance. The results as a whole were run through a Cronbach’s alpha test to determine internal consistency and reliability. For the group of 14 respondents who were surveyed twice, there were no statistically significant differences in results between the two surveys. For the group of 177 respondents, the results showed differences between men and women in relation to Approach Acceptance, and between Men and Non-Binary/Genderqueer respondents in relation to Death Avoidance. Furthermore the results showed differences in Neutral Acceptance and Approach Acceptance between different age groups, and differences in Fear of Death and Death Avoidance between groups with different levels of experience from games dealing with themes of death and mortality. The most significant differences were found between groups with different amounts of general role-playing experience, where differences were found in Fear of Death, Death Avoidance, Neutral Acceptance, Approach Acceptance, and Escape Acceptance.

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