997 resultados para Jogos de computador
Resumo:
A presente investigao visa perceber como os alunos de trs turmas de 4 ano, de duas escolas da Ilha da Madeira, experienciam o uso do computador em contexto escolar e se esse uso, luz das novas teorias da aprendizagem, promove alguma inovao em termos pedaggicos. Por termos resolvido abordar o problema indo ao encontro do sentir dos alunos,focmo-nos nas suas representaes e atitudes, para captarmos relacionamentos especficos na utilizao das ferramentas de informao e comunicao, associadas ao computador e outros tipos de software didctico/educativo. Tivemos como sustentculo o ponto de vista segundo o qual as crianas de hoje esto modificadas, consequncia da evoluo tecnolgica, por sua vez as pessoas sujeitas aco educativa esto a mudar as suas prticas. Este um estudo exploratrio, no qual utilizmos uma metodologia do tipo descritivo, que se enquadra no paradigma interpretativo da investigao qualitativa, baseada numa anlise de contedo temtica. Recorremos utilizao de tcnicas de natureza qualitativa aplicada (observao naturalista, observao participante, entrevista directiva e semi-directiva). Os resultados obtidos mostram que h aspectos de natureza pessoal (educao dos alunos) e contextuais (relativos escola) associados a diferenas na utilizao do computador. Destes destaca-se o contexto da escola, as suas condies materiais e humanas, o clima de trabalho e a dinamizao de actividades apoiadas por computador por parte dos docentes, que limitam o seu uso pelos alunos, dificultando a inovao. No obstante foi visvel alguma ruptura com os paradigmas tradicionais: interaces frequentes, o professor lana os desafios, d as ferramentas aos alunos, reconstri a sua aco e proporciona ambientes que facilitam uma aprendizagem construtiva. Aos poucos foram-se afirmando os aspectos da aprendizagem com as tecnologias o que permite modelagens de aprendizagens novas e so um recurso relevante tanto do ponto de vista da clareza e substncia da informao, como da motivao. Os sinais detectados levam-nos a afirmar que o processo de mudana se encontra em marcha, ainda que de forma lenta, devido a uma estrutura muito enraizada do sistema de ensino e os alunos ao transportarem para o quotidiano das escolas os procedimentos intuitivos inerentes s tecnologias so os agentes principais de presso para essa mudana.No acreditamos em solues ptimas, mas o empenho de todos ns em melhorarmos o nosso conhecimento sobre a forma como se aprende, hoje em dia, com o advento do computador, ajudar a uma maior compreenso e articulao dos problemas existentes nas escolas. Facilitar, ainda, as adaptaes curriculares a promover no 1 Ciclo do Ensino Bsico, com vista adopo de prticas inovadoras que visem o uso da tecnologia de forma aliciante, desafiadora, eficaz e verdadeiramente educativa.
Resumo:
O mundo dos jogos extremamente vasto e muito apreciado pela maior parte dos jovens e tambm adultos. Os computadores, as consolas e agora tambm os telemveis acabam por se tornar os maiores companheiros das pessoas no que ao entretenimento diz respeito. No entanto, existem algumas lacunas a nvel de jogos para telemvel e pretendeu-se ento criar um jogo, que se baseia num acontecimento real muito apreciado por toda uma populao e que permitiu explorar a ferramenta Flash, que tem vindo a retirar protagonismo ao Java, por se revelar uma ferramenta mais simples de utilizar. No incio apenas era usada para simples animaes, mas entretanto passou a ser utilizada para criar aplicaes para diversas plataformas e dispositivos. Neste momento, o Flash j chegou aos dispositivos mveis e so cada vez mais aqueles que suportam estas aplicaes, que podem variar dos simples utilitrios aos jogos ou ainda a complexos sistemas.
Resumo:
Num mundo em que as novas tecnologias abarcam todos os domnios da vida e provocam alteraes na sociedade, estas reflectem-se inevitavelmente na escola exercendo presso no sentido do acompanhamento, modernizao e adaptao a esta nova realidade. A escola tem demonstrado dificuldades em se adaptar e em apresentar as transformaes necessrias face a este novo cenrio contemporneo, insistindo na manuteno das prticas radicadas na sua origem paradigmtica. Procurou dar resposta atravs da introduo das novas tecnologias, mas tal no significa induzir automaticamente novas formas de ensino ou de aprendizagem, apenas constitui um pequeno passo em direco mudana. Contrariando a ideia que a incorporao da tecnologia na educao, por si s, constitui inovao pedaggica, procuramos esclarecer, luz do prprio conceito de inovao, de que forma a incorporao da tecnologia se processou, e se dever ser considerada como inovao pedaggica. Assim, tendo como objectivo interpretar e descrever a cultura emergente na sala de aula num contexto de integrao curricular das Tecnologias da Informao e Comunicao na Disciplina de Educao Visual, numa turma de uma escola bsica do Funchal, empreendemos esta investigao com o intuito de compreender de que forma ela se aproxima ou afasta da ortodoxia vigente. Desenvolvemos um estudo com uma abordagem metodolgica de natureza qualitativa, de cariz etnogrfico, atravs da imerso no ambiente natural dos sujeitos, procurando relevar e confrontar subjectividades, atendendo s percepes dos intervenientes neste estudo. As concluses deste estudo apontam para uma Inovao Pedaggica que se opera ao nvel micro, na sala de aula, enquanto ruptura ao nvel cultural, atendendo s culturas escolares tradicionais.
Resumo:
Nos Jogos Desportivos Colectivos o estudo do jogo, a partir da observao das condutas dos jogadores e das equipas, vem permitindo um aumento do conhecimento sobre os mesmos, sendo um contributo importante tanto para a aprendizagem como para o aumento da eficcia das aces desportivas. O presente trabalho utilizou a Metodologia Observacional e anlise sequencial para a caracterizao do nvel de eficcia no Mini-Voleibol, entendido como o resultado que se obtm atravs do desempenho. Pretendeu-se, efectuando uma anlise centrada no jogo: (1) detectar relaes de associao e dependncia sequenciais entre unidades de conduta; (2) tipificar as aces que se associam a um desempenho eficaz, ao nvel da formao inicial no Voleibol; (3) pesquisar indicadores, para determinar o objectivo dos exerccios a desenvolver no treino, dando maior nfase, aos procedimentos tctico-tcnicos que a anlise demonstre mais dbeis no jogo. A amostra do estudo foi constituda pela totalidade dos rallies observados em oito jogos das equipas femininas participantes no Encontro Nacional de Mini-Voleibol referente poca 2005-2006. Efectuou-se a anlise descritiva e sequencial dos dados, utilizando a tcnica das transies ou retardos de uma forma prospectiva e retrospectiva. Os resultados do presente estudo permitiram concluir: (1) a organizao colectiva das aces no jogo (4x4) revela fraca eficcia ofensiva, havendo pouca progresso da bola para a rede. Em 35.7% dos comportamentos a bola reenviada ao 2 toque para o campo adversrio. Em 64.3% dos desempenhos, a construo do ataque organizada, utilizando os trs toques; (2) no servio efectuado por cima significativa a probabilidade de ocorrer erro na recepo efectuada em manchete, enquanto o servio efectuado por baixo inibe a ocorrncia de erro na recepo em manchete; (3) o passe em suspenso o mais utilizado, com 47.2 % no total dos recursos de ataque observados ao 3 toque, nos rallies registados; (4) significativa a probabilidade da conduta ataque com xito ser antecedida pela distribuio em passe continuado e precedida pela defesa em manchete com erro; (5) o erro na defesa tem uma probabilidade significativa de ser precedida de distribuio em passe e ataque com xito. (6) As aces de jogo no Mini-Voleibol feminino (4x4), nos rallies observados, concentram-se maioritariamente nos do campo, mais prximos da rede (85 %).
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Atualmente, o ensino de matemtica tem sido configurado, pelos estudantes, como algo de difcil compreenso e pouca utilidade prtica, comprometendo diretamente o processo de aprendizagem. Partindo dessa realidade, esse estudo objetiva descrever se existe inovao pedaggica na aprendizagem de matemtica mediante o uso de jogos cooperativos. Foi considerado relevante, visto que visa conhecer se h mudana paradigmtica em relao ao modo como o processo de aprendizagem dos contedos matemticos facilitado aos estudantes, com o uso de jogos cooperativos. Esse estudo esteve inserido na concepo de inovao pedaggica conforme delineado por Fino (2011), o qual concebe a inovao como uma mudana paradigmtica no modelo tradicional de ensino. Os pressupostos tericos que embasaram esse estudo foram autores que pesquisam a temtica jogos cooperativos em contexto escolar. Essa investigao teve abordagem qualitativa do tipo descritiva e inspirao etnogrfica realizada durante o perodo de janeiro a julho de 2014 na Unidade Escolar SESI Petrolina, Pernambuco, Brasil. Participaram 31 sujeitos, sendo 01 professora de matemtica e 30 estudantes do 2 ano do Ensino Mdio. Os instrumentos utilizados na coleta de dados foram: observao participante, dirio de campo, anlise de documentos e entrevista aberta, os quais foram analisados a partir da perspectiva de Bardin (2009). Essa investigao apresentou que, apesar dos contedos de matemtica serem considerados pelos alunos como sendo de difcil compreenso e aprendizagem, quando o professor realiza atividades diferenciadas, tais como, mediante o uso de jogos cooperativos, visando romper com modelo tradicional de ensino, possvel mobilizar e direcionar o desejo do aluno para aprender de forma dinmica, motivadora, prazerosa e autnoma. Desse modo, consideramos que a prtica pedaggica da professora colaboradora objetiva possibilitar momentos de aprendizagens distintas do modelo tradicional por valorizar e promover espaos de aprendizagens onde o aluno possa ser compreendido como construtor do seu processo de aprendizagem.
Resumo:
O processo de insero do computador nas escolas pblicas brasileiras decorre das polticas de Informtica Educativa do Governo Federal, sendo o seu programa atual conhecido como Proinfo (Programa Nacional de Tecnologia Educacional). Esse programa tem, em seus objetivos principais, pretenses de que sejam criados ambientes de aprendizagem inovadores decorrentes da insero do computador na educao e apresenta o Construcionismo como referencial terico principal nas suas prescries para a criao de tais ambientes. Uma Inovao Pedaggica seria uma ruptura com prticas educacionais tradicionais, possibilitando a criao de ambientes de aprendizagem novos, onde o foco no estaria mais na transmisso de saber por parte do professor e, sim, na construo ativa do conhecimento por parte dos alunos. Uma poltica educacional (como o Proinfo, por exemplo), inovaes tecnolgicas (como o computador) ou quaisquer outros fatores externos escola podem at apoiar as rupturas necessrias a uma Inovao Pedaggica, mas esta no algo intrnseco a tais fatores: a Inovao vem de dentro da escola, algo construdo em contexto pela ao local dos professores e alunos. Visto que o computador no traz em si nenhuma pedagogia, podendo ser usado tanto para reforar pedagogias tradicionais quanto para potencializar uma Inovao Pedaggica e que esta no necessariamente decorrer das prescries presentes no Proinfo, o presente estudo objetivou analisar se as mudanas que aconteceram nas prticas pedaggicas do Ensino Fundamental I (2. ao 5. ano), aps a insero do computador em sala de aula, representam uma Inovao Pedaggica ou no, assumindo-se como referencial de Inovao Pedaggica o mesmo referencial presente nas prescries do Proinfo, o Construcionismo. Foi realizada uma observao participante do cotidiano das aulas e do processo de insero do computador, entrevistas com alunos e professores bem como uma anlise documental das prescries presentes nos livros do Proinfo.
Resumo:
In a highly dynamic society such as we live, have access to the virtual world is an increasingly common practice, is aiming to study, work or to search leisure through chat rooms, sites and games, being incorporated by the most varied groups that end up appropriating these new possibilities of interaction, shaping them in order to adapt them to their needs / wants. The specific purposes pursued through the use of tools available over the Internet can vary considerably when one takes into account specific user groups, which makes the topic quite relevant to problematization, especially when we take into account access through lan houses. This research seeks to study the networks of knowledge, sociability and leisure formed by young people who frequented the "Lan house do Paulo" in So Gonalo do Amarante - RN based on the use of the online role-playing-game World of Warcraft, which makes possible the interaction of several users through an avatar resident in a virtual world, theoretically questioning the importance of this type of platform for the development and maintenance of social interactions among its users
Resumo:
The inter-subjectivity is the answer in the search for the solution of complex problems, which concerns interfaces of knowledge, respecting their borders. This paradigm is essential in the author's work. So, the search on screen is based on this perspective, by using inter-subject groups of work conduced by professionals of Computer Science, Social Communication, Architecture and Urbanism, Pedagogy, Psicopegagogy, Nutritional Science, Endocrinology, Occupational Therapy and Nursing, it was also part of this group an 8 year old child, daughter of one of the professional who took part of the group. This thesis aims to present the course of investigation developed, analyzing the action of inter-subject Occupational Therapy and Nutrition on the promotion of learning nutritional concepts through educative-nutritional games in order to prevent child's obesity in an educative context. The research was analytic, interventionist and almost experimental. It took place in a public school in Fortaleza, Cear, Brazil, between August and December 2004. It was selected a sample non-probabilistic, by convenience, of 200 children, born from 1994 to 1996. It was selected almost nonprobabilistically, by convenience, 200 children born between 1994 and 1996. To analyze the results it was used a triangulation, associated by quantitative and qualitative approaches. The basis collect happened through games specially manufactured to these research- video-games, board games, memory games, puzzles, scramble, searching words and iterative basics. There were semi-structured interviews, direct and structured observations and focus in-groups. It was noticed the efficiency of educativenutritional games in the learning process, which lead to a changing of attitude towards the eating choices. These games gave similar results in relation to the compared variations preferences, experience and attitudes, theses attitudes were observed through the game; and the categories to compare the possibility of learning by playing, the fantasy in the learning process, learning concepts of nutritional education and the need of help in the learning process (mediation). It was proved that educativenutritional games could be used to teach nutritional concepts, in an inter-subjective action of Occupational Therapy and Nutrition in schools. The simultaneous application of these games lead to the optimization of child s learning process. It should be emphasized the need of studies about the adaptation of tools used in a child s Nutritional Education, with the help of inter-subjective action. Because just one subject, in a fractionated way can give an answer to complex problems and help to a change of the reality with effectiveness and resolution
Resumo:
In the direction of questing a sociology that considers the flesh dimension of the existence, that favors to think the body while place of the production of the knowledge, our itinerary of research is characterized for the reflection on the gesture of the body as power of life and production of knowledge, recognizing the precision of the gesture as a privileged breach of comment of the collective life, of the projection and registration of the culture, of the symbolic, of the sensitivity. Our problematic can be meet in the possibility to enhance an open and sensible rationality, tattooed in the body and accessible for the gestures, that its materialized in the relations of the human being with the other and the world, in singular and collective relations. Therefore, the gesture, constructed in the intention the experience of the body, can tell us about the human being, the society and the culture, therefore the sensed of the gestures is constructed from the established and recognized mutual actions for the citizens. It is in this field of production of the knowledge, of knowing of the meat that we direct our perception, in the challenge to immerge into the intention of the gesture in the capoeira game. Of the methodological point of view, for the analysis of the gestures of the capoeira, therefore, of the body as knowledge power, we consider registers of images as well as narratives registers of the universe of the capoeira, as well as my experience of more than seven years in the group of capoeira cordo de ouro1. A epistemological exercise has as support a qualitative research where parts of the quantity of images of the investigated group, as well as interviews, daily registers in of field and over all my experience of life next to the group and to the capoeira, in intention to recognize symbols tattooed in the body and for it produced in the inter subjectivists relations. We search therefore, to evidence sensible and meanings drawn for the gesture and evidenced by the look of the researcher. We presents as objectives of this inquiry to nuance ribbings around of the social and cultural elements in the production of the knowledge of the body, of the gesture, weaveeed for the sensible rationality
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The present study has as goal to analyze the aplicability of the computational technology as mediator in the english-speaking teaching in the Centro Federal de Educao Tecnolgica do Rio Grande do Norte-CEFET/RN. The object of study was centered in the use of the computer incorporated in the teaching of English by four institution groups. The research was ruled metodologically in the study of case, adopting a qualitative and quantitative boarding of interpretative-reflexive mark. We support ourselves on a bibliographical literature revision that cares of the use of the computational technology matter into the class-room, aiming an education new practice, regarding the current reality conceptions in what we live in the technological education. We also use a referencial for a pedagogical action, trying to offer subsidies for a practice that provides the knowledges generation through the interaction, aiming a subject reflexive and critical education. For materialization of this study, we used esrutuctured action, as interviews for the teachers and students, besides the observations of the dayly in class-room, in order to get the necessary datas for analysis. During this study, we oserved that the use of the computer, while pedagogical support instrument in the english-speaking teaching, has acted like mediator of the teaching-learning process. The results demonstrate use of the computer use has been each more a practice adopted by other institution languages teachers. The conclusions confirm the hypothesis showed at the beginning of the work and evidence that the teachers are warden of forming thinking, reflexive and critical subjects. For that, they need to be prepared to face situations in which they can take the pedagogical practice to tune with the technological advances, consequently providing an effective technological education
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To think about a school that is for everyone has been a challenge for many people connected to education worldwide demanding from researchers of each level of knowledge an association to such effort. The study presented on this paper unites itself to the voices, movements and researches of these scholars, seeking to contribute on building possibilities on which mathematics can be thought and worked on schools in order for every student to learn, whether they have some sort of deficiency, disorders, syndromes or not. This essay has the goal to investigate the possibilities of inclusive pedagogical practices mediated by math games with rules, developed and used throughout the Universal Design perspective; a qualitative research took place with a collaborative methodology that involved managers, teachers and students from a public school situated on the city of Natal/Brazil. On the investigation math games with rules were developed and made according to the Universal Design concept, starting from initial studies which articulated theoretical groundings to the reality of school and the teacher s conceptions. After that, classes using these tools were planned collectively which oriented inclusive pedagogical practices of classes from the 1st to the 4th year of elementary school. Throughout the process many instruments such as: tape recording, video footages, notes from the researcher; the teachers and the students were used for constant work evaluation and also to record the research data. In the end, the data indicated effective contributions of the mediated pedagogical practices by games with rules under the perspective of Universal Design for Inclusive Mathematics Education
Resumo:
This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships
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The Brain-Computer Interfaces (BCI) have as main purpose to establish a communication path with the central nervous system (CNS) independently from the standard pathway (nervous, muscles), aiming to control a device. The main objective of the current research is to develop an off-line BCI that separates the different EEG patterns resulting from strictly mental tasks performed by an experimental subject, comparing the effectiveness of different signal-preprocessing approaches. We also tested different classification approaches: all versus all, one versus one and a hierarchic classification approach. No preprocessing techniques were found able to improve the system performance. Furthermore, the hierarchic approach proved to be capable to produce results above the expected by literature
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Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online
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Neste trabalho, apresentamos uma ferramenta cujo intuito auxiliar no-programadores, jogadores de videogame, na criao de extenses na forma de Add-ons para World of Warcraft, o jogo online. Nele, o usurio pode criar extenses customizando completamente sua interface, de forma a reinventar a sua experincia de jogo e melhorar sua jogabilidade. A criao de extenses para aplicativos e jogos surgiu da crescente necessidade de fornecer aos usurios mecanismos eficientes de Programao por Usurio Final, permitindo que os mesmos preenchessem suas necessidades singulares atravs da criao, customizao e especificao de extenses em software. Em World of Warcraft mais especificamente, os Add-ons exploram um tipo de extenso na qual os jogadores passam a programar sua prpria interface de usurio ou a fazer uso de interfaces criadas por outros usurios. No entanto, realizar a programao dessas extenses - os Add-ons - no uma tarefa fcil. Dentro deste contexto, desenvolvemos a ferramenta EUPAT for WoW (do ingls, End-User Programming Assistance Tool for World of Warcraft) que oferece assistncia criao de Add-ons. Alm disso, investigamos como usurios jogadores com e sem conhecimento de programao so beneficiados. Os resultados desta pesquisa permitiram refletir sobre as estratgias de assistncia de programao por usurio final no contexto de jogos
