01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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19 resultados
Resultados da Pesquisa
Item Minha vida de autista: jogo mobile focado em ajudar na prática das atividades do dia a dia para crianças no espectro autista(2024-02-26) Coutinho, Maely Souza; Falcão, Taciana Pontual da Rocha; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/3800990932765524Item A importância dos jogos no ensino-aprendizagem de história: um levantamento historiográfico da produção acadêmica sobre o tema no curso de Licenciatura Plena História da UFRPE (2011-2023)(2024-03-08) Borba, Lucas Henrique de Amorim; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/5533690465495459This article seeks to make a survey of course completion works defended in the Full Degree Course in History at the Federal Rural University of Pernambuco, in the interval from 2011 to 2023, which have as their theme the teaching and learning of history through games. We intend to analyze the didactic proposals from the identification of the themes addressed, the theoretical-methodological references chosen and the intentionality of the authors when discussing the historical contents through the games created. As a result, we could perceive the growing defense of games as a plausible alternative to help in the teaching-learning process of school history and its relevance as a didactic resource for the teaching of history.Item Desenvolvimento de uma abordagem para o aprendizado de cultura gastronômica brasileira com utilização de game learning analytics para avaliação de sua efetividade(2024-03-06) Farias, Caio Henrique de Souza; Cysneiros Filho, Gilberto Amado de Azevedo; http://lattes.cnpq.br/0534822491953359Exploring aspects of national gastronomic culture not only enriches understanding of a fundamental part of cultural identity, but also promotes the appreciation and preservation of culinary traditions. Given this scenario, it is necessary to seek effective methods to disseminate this knowledge, with educational games being one of the most promising strategies to achieve this objective. However, the effectiveness of these games is not always guaranteed in the teaching process. To evaluate this effectiveness, we propose the use of Game Learning Analytics, an approach that analyzes data that is collected during the player’s interaction with game elements. This study presents the development of a game that aims to serve as an approach to learning Brazilian gastronomic culture, while using Game Learning Analytics as an essential tool to measure and improve its educational effectiveness and Generative AI for generation of questions relating to educational objectives. This study obtained satisfactory results, demonstrating that the game developed was effective in improving players’ knowledge about the topic covered, with 93.7% of players presenting a Master or Leaner profile.Item Metodologia baseada em projetos para desenvolvimento de games em educação remota(2023-08-21) Santana, Gabriel Brito de; Monteiro, Lidiane de Souza; Costa, Diego Marcelo Rodrigues da; Nipo, Daniel Teixeira; Silva, Gabriel Candido da; Alexandre Filho, Paulo; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/7230692673382057Item Um estudo comparativo entre metodologias ativas para desenvolvimento de habilidades de pensamento computacional no ensino de robótica(2022-02-16) Lima, Huan Christopher José de; Rodrigues, Rodrigo Lins; http://lattes.cnpq.br/5512849006877767; http://lattes.cnpq.br/2033883465489052With the inclusion of teaching of computing in basic education, through a Resolution that instituted and guided the implementation of the Common National Curricular Base (know as BNCC in Brazil) application of computational thinking and robotics for basic education will be more and more presents as compatible didactic resources with increasing skills and society's abilities to awaken the student as an agent capable of analyzing and investigating the adversities of the present day, which is immersed in technological solutions.In this sense, we seek in this study to analyze the progress of two classroom groups during the learning of computational thinking, using a robotics kit as an educational tool, taught through two active teaching methodologies: gamification, in the morning class, and learning based in problematics, in the afternoon class. In order to understand the students' evolution level and thus be able to compare the two methodologies, a pre-test was applied in the first class and a post-test in the last class in both classrooms. Both the pre-test and the post-test contain the same twenty questions and to solve them, the students used the concepts of the four pillars of computational thinking. From the data collected, we can understand that the level of students' knowledge absorption in activities that require decomposition, pattern recognition, abstraction and algorithms can vary from pillar to pillar, not only according to the active methodology used in the course, as also with adverse factors such as the age of the students, since students under twelve have abstract thinking still in the development.Item A vida através de cada bloco: ensino de programação para estudantes universitários através de jogo educativo(2023-09-08) Andrade, Alcides Cunha de; Melo, Jeane Cecília Bezerra de; http://lattes.cnpq.br/8499459630583005; http://lattes.cnpq.br/9676781312898621The problem of high dropout rates in higher education computer science courses is a recurring theme in the scientific literature, which indicates difficulties in the programming teaching-learning process as one of the main factors for this index. Another factor identified by these studies is that such difficulties mostly occur when students have their first contact with programming. For this problem, different solutions have been proposed. Among the most promising approaches, Game-Based Learning (GBL) has proven to be an effective methodology. Additionally, in terms of programming languages, a recurring paradigm to assist beginner students in learning is the use of Visual Block Programming. Thus, in this work, based on a literature review on the use of Game-Based Learning for programming education, a game called ”Life Through Each Block” is presented. The game poses challenges to students that need to be solved within a predetermined time limit. Therefore, the present work aims to use GBL in conjunction with Visual Block Programming to propose a game that aids in the programming learning process, targeted at incoming computer science students. To illustrate the proposal, a Minimum Viable Product (MVP) has been developed, containing a stage based on events that refer to situations that can be experienced by this target audience.Item Memória fisiológica: uma proposta de jogo didático como instrumento para o ensino da Fisiologia(2022-09-30) Silva, Beatriz Eduarda Paz de Lima da; Castro, Cristiane Maria Varela de Araújo de; http://lattes.cnpq.br/8181142206633795; http://lattes.cnpq.br/2977316142767822Item Explorando o sistema nervoso: uma proposta de jogo didático para o Ensino Fundamental(2022-09-30) Silva, Lílian Sena dos Santos; Castro, Cristiane Maria Varela de Araújo de; http://lattes.cnpq.br/8181142206633795; http://lattes.cnpq.br/4835422997176142Item A utilização de Game Learning Analytics em um Serious Game voltado ao turismo(2020-11-05) Spinelli, Christian Rabelo do Nascimento; Cysneiros Filho, Gilberto Amado de Azevedo; http://lattes.cnpq.br/0534822491953359; http://lattes.cnpq.br/7006082986551649The digital games market has been consolidating in Brazil and its capacity to capture the attention of players allows games to be used educationally, with the development of Serious Games . Serious Games are games that are not only intended to entertain, but also to teach the player, including with regard to tourism. It aims to teach characteristics and customs of places for its inhabitants and tourists. The purpose of Game Learning Analytics is to gather information and analyze data from Serious Games for the purpose of improving its functionality and measuring learning. There are several ways to apply Game Learning Analytics to Serious Games and one of these ways is to use quizzes and mini games in parallel with the main game, within which approach the player should have a main mission in the game that encourages him to play and get resources to progress in the game as a result of having access to the learning mechanisms. From this approach, this article will describe the development of a Serious Games focused on tourism using Game Learning Analytics.Item Programinó: um jogo para auxílio ao aprendizado do assunto de tipos de dados na programação(2019-12-13) Nascimento, Gabriele Pessoa do; Falcão, Taciana Pontual da Rocha; Sampaio, Pablo Azevedo; http://lattes.cnpq.br/8865836949700771; http://lattes.cnpq.br/5706959249737319; http://lattes.cnpq.br/9978319013197863The digital age we live in means that we are always immersed in ever more ubiquitous technologies. For this contact with technology to remain healthy, it is necessary to learn to consume it consciously, and to learn to develop it in different contexts; therefore, we will have increasingly inclusive solutions. Regarding solution development, as much as we have several facilitating artifacts, the process of programming teaching and learning is still a challenge, especially for beginning students. Dealing with so many competing and constant stimuli and still having the ability to abstract and assimilate programming concepts that is not trivial and has not been worked on since childhood, so playful artifacts such as digital games are essential to facilitate first contacts with the schedule. In this context, this work brings to society a digital educational game that deals with the subject of data types in programming, Programinó, so that beginning students can practice and consolidate the content through a playful tool. The game was developed with three levels of difficulty, one easy, one medium and one hard. The hard one applies the adapted minimax algorithm, while the easy one uses the same minimax adapted in an inverted way. The middle level uses a random algorithm. As a way to validate the difficulty levels, comparative experiments were performed that showed that the minimax lost only 5.6% of the time; winning at 49.7% or drawing in the remaining matches.