Loading...
5 results
Search Results
Now showing 1 - 5 of 5
- Gamificação: uma experiência pedagógica no ensino SuperiorPublication . Lopes, Rui Pedro; Mesquita, Cristina; Tavares, Rogério Júnior CorreiaO Conceito de Gamificação, enquanto estratégia de ensino aprendizagem no Ensino Superior, sustenta-se na ideia de que aprendizagem através do jogo favorece a motivação e a autonomia dos estudantes. As oportunidades criadas pela gamification podem constituir-se como experiências ricas e motivadoras e, consequentemente, como meios de aprendizagens mais bem sucedidos, uma vez que os estudantes estão mais envolvidos na ação. A experiência pedagógica que se apresenta desenvolveu-se com uma turma de 23 alunos do 3o ano, do curso de Engenharia Informática, no âmbito da unidade curricular de Gestão de Sistemas e Redes (GSR). O objetivo deste estudo centra-se na potenciação da concentração, motivação e autonomização dos estudantes, face à aprendizagem dos conteúdos em estudo. Quer a experiência quer o seu impacto foram avaliados com dois objetivos principais.. Por um lado, permitir ao professor e à instituição compreenderem a relevância de abordagens pedagógicas desta natureza. Adicionalmente, incluir os alunos no desenvolvimento das experiências de aprendizagem. Trata-se de uma abordagem metodológica que se inscreve nos princípios da investigação-ação. O impacto da aprendizagem através da gamificação revelou-se bastante bem sucedido, havendo diferenças significativas entre os níveis de concentração e envolvimento dos alunos nas aulas de carácter mais transmissivo e demostrativo e naquelas onde foram utilizados os jogos. A cooperação entre os alunos evidencia bons níveis de interação e entreajuda. A criatividade e persistência foi também muito saliente. Todos os alunos envolvidos terminam com classificações positivas na UC. O projeto e os resultados estão, neste momento, a ser divulgados pela comunidade de professores, havendo já docentes de outras UC e de outros cursos interessados em envolver-se em experiências pedagógicas semelhantes.
- The play personalities pursuant to the interpretants in peirce's sign theoryPublication . Tavares, Rogério Júnior Correia; Lopes, Rui PedroThe experience in digital gaming is usually expressed in a very generic way. Therefore, in order to accurately collate the studies of gamer experience, this paper seeks to assess gaming experiences in both digital and non-digital environments through potential player personalities, how their gaming is structured, and what games meet the needs of certain personalities. Such research will not only be beneficial in terms of creating new games or interfaces, but it will also benefit a wider host of professionals such as psychologists and teachers who are constantly seeking ways to meet the needs of a very diverse audience. The methodology is qualitative and stems from the personalities proposed by Stuart Brown whilst being driven by Peirce’s semiotics, and observing games and players through their Interpretants Immediate, Dynamical and Final. In the likely continuation of this study, we intend to confirm these possibilities through interviews and known examples.
- Timecrax: time-travelling to learning historyPublication . Lopes, Rui Pedro; Mesquita, Cristina; Tavares, Rogério Júnior CorreiaThe work described in this paper, focus on the conceptual development of an educational game for History learning. One of the challenges for this task is to avoid a logical sequentialization of historical events, giving the player an opportunity to contact with a reality in construction. Another challenge is that the game should have a cooperative mechanics. According to this model, players are on the same side and win, or lose, together (VASEL; PHILLIES, 2012). To cope with these challenges, we choose to ignore one of the basic rules of game design (ADAMS, 2014), taking the role of a hero to the player and giving him the role to assist the other players. An analogy can be made with an astronaut, supported by a team on earth with different functions and personalities. According to the cooperation proposal, players should work together to repair a time machine allowing a safe return to the present, collecting materials and information necessary to keep it working and preventing breaking the spacial-temporal continuum. We seek player engagement, allowing them to make decisions, feel tension and assume risks, and, at the same time, exchange information between them, associated to the game narrative. We hope that this approach builds a collaborative learning context, responsibility for the decisions and collaborative teamwork to achieve a common goal: to win.
- The play personalities pursuant to the interpretants in pierce`s sign theoryPublication . Tavares, Rogério Júnior Correia; Lopes, Rui PedroThe experience in digital gaming is usually expressed in a very generic way. Therefore, in order to accurately collate the studies of gamer experience, this paper seeks to assess gaming experiences in both digital and non-digital environments through potential player personalities, how their gaming is structured, and what games meet the needs of certain personalities. Such research will not only be beneficial in terms of creating new games or interfaces, but it will also benefit a wider host of professionals such as psychologists and teachers who are constantly seeking ways to meet the needs of a very diverse audience. The methodology is qualitative and stems from the personalities proposed by Stuart Brown whilst being driven by Peirce’s semiotics, and observing games and players through their Interpretants Immediate, Dynamical and Final. In the likely continuation of this study, we intend to confirm these possibilities through interviews and known examples.
- TimeCraX: time-travelling to learn historyPublication . Lopes, Rui Pedro; Tavares, Rogério Júnior Correia; Mesquita, CristinaThe work described in this paper, focus on the conceptual development of an educational game for History learning. One of the challenges for this task is to avoid a logical sequentialization of historical events, giving the player an opportunity to contact with a reality in construction. Another challenge is that the game should have a cooperative mechanics. According to this model, players are on the same side and win, or lose, together [Vasel and Phillies 2012]. To cope with these challenges, we choose to ignore one of the basic rules of game design [Adams 2014], taking the role of a hero to the player and giving him the role to assist the other players. An analogy can be made with an astronaut, supported by a team on earth with different functions and personalities. According to the cooperation proposal, players should work together to repair a time machine allowing a safe return to the present, collecting materials and information necessary to keep it working and preventing breaking the spacial-temporal continuum. We seek player engagement, allowing them to make decisions, feel tension and assume risks, and, at the same time, exchange information between them, associated to the game narrative. We hope that this approach builds a collaborative learning context, responsibility for the decisions and collaborative teamwork to achieve a common goal: to win.