Revista Ibérica de Sistemas e Tecnologias da Informação, 2023
A COVID-19 forçou os professores a repensar o ensino que passaram a utilizar, recorrentemente, fe... more A COVID-19 forçou os professores a repensar o ensino que passaram a utilizar, recorrentemente, ferramentas Web 3.0. Entre estas ferramentas, os videojogos começaram também ser vistos como recursos de aprendizagem, pois podem oferecer o fomento da motivação intrínseca dos alunos e das suas soft skills. Deste modo, o objetivo deste artigo é apresentar um estudo, realizado com crianças (6.º ano) de uma escola do Grande Porto, Portugal, que se centra nos contributos do uso de uma plataforma digital de role-play (RPG) para a aprendizagem de Matemática no 2.º Ciclo, especialmente para a motivação dos alunos. Recorrendo a uma metodologia de natureza etnográfica e marcadamente qualitativa, implementámos grupos focais junto de 30 alunos, tendo recolhido as suas representações quanto à sua motivação, aprendizagem e jogabilidade da plataforma “Liber Domus”. Os resultados demonstram que os RPG digitais podem contribuir para o aumento da motivação e o desenvolvimento de soft skills.
We live in an era of accessibility that promotes learning by doing [1], recognizing in the practi... more We live in an era of accessibility that promotes learning by doing [1], recognizing in the practical process potential for knowledge construction and skills development. Thus, video games, as didactic resources, have a double learning potential: in the process of building the game and in the playability of the game itself. In the scope of the Master's in Teaching Primary School and Mathematics and Natural Sciences in Secondary School, the challenge was to involve children in a simulated decision-making process in the construction of a society, using a video game (Age of Mythology). This article analyzes the children's decision-making ability in the construction of game scenarios and shows the importance of a child/computer engineer alliance, with the teacher serving as a connector and mediator of this relationship. From an action research perspective, we chose a qualitative case study whose data collection highlights the participant observation of two teacher trainees and their reflective portfolios regarding a regency in 1st grade with a group of 19 children ages between 8-9 years old. The reflective content analysis resulted in the identification of four categories extracted from the lesson design, expressed in field notes. The conclusions point out that simulation involves the child in learning situations as if it were life, so they can learn in the construction of the game and during interaction with it, and for this it was important the proximity with the computer engineer to build a viable environment for game-content interaction.
Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract m... more Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract mixture of technologies in support situations but rather, a necessity to prevent the complete shutdown of formal education. And that inevitability exposed several issues, from technical difficulties to configuration and application of tools, and short-term and potential long-term negative effects on learning derived from lack of motivation, incapacity for autonomous study, inexistent or limited social interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the poten...
Proceedings of the 15th European Conference on Games Based Learning, 2021
The use of teaching based and supported on technology and its assumptions are back on the agenda ... more The use of teaching based and supported on technology and its assumptions are back on the agenda due to COVID-19. As it is commonly known, teachers have been exploring Digital Game-Based Learning (DGBL) tools, but due to the pandemic context some have also been trying to explore less traditional formats, namely Role-Playing Games (RPG). Boosting the use and (re)creation of technological and digital media made us, educators, reflect upon the need to rethink and shift the learning and teaching processes towards a more hypersensory and gamified approach, which would foster a more sustainable development of the pupil and the tackling of the so-called 21st century skills within the virtual or blended classroom. This paper aims at analyzing the state of the art regarding the use of Educational Digital Games (EDG) on teaching and learning processes, the potential of educational digital Role-Playing Games (EDRPG) as tools for supporting teaching and learning in primary contexts, including the Schoolers & Scholars platform. Preliminary findings suggest that RPG stimulate the development of creativity, logical reasoning, problem solving, cooperation, and interdisciplinarity in primary contexts.
Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract m... more Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract mixture of technologies in support situations but rather, a necessity to prevent the complete shutdown of formal education. And that inevitability exposed several issues, from technical difficulties to configuration and application of tools, and short-term and potential long-term negative effects on learning derived from lack of motivation, incapacity for autonomous study, inexistent or limited social interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the potential issues with that approach.
Advances in Intelligent Systems and Computing, 2021
The pandemic due to COVID-19 has had rapid and widespread effects in our global society, even ask... more The pandemic due to COVID-19 has had rapid and widespread effects in our global society, even asking us, educators, whether in fact we will be able to promote the development of proactive citizens, bringing back the reflection on the need for education reinvented through hypersensory and gamified strategies and resources, which does not forget the need to promote the so-called 21st century calls and the principles of education for the global and sustainable development of children. It is in this context that with this project we seek to demonstrate how the digital Role-Playing Game (RPG) can be used as a tool for (supporting) teaching and learning in different subject areas (Portuguese, English, Mathematics, Natural Sciences and History), in the contexts of the 1st and 2nd Cycles of Basic Education in Portugal. Taking into account an ethnographic approach, which combines qualitative and quantitative methodologies and data triangulation, we intend with this pilot project: a) to analyse the state of the art regarding research projects focused on gamified approaches, in particular using RPG games on teaching and learning process; b) to analyze the representations of pupils and teachers about the gamified approach and the role-playing game; c) to create a digital platform based on RPG for the recreation of the teaching and learning process, validating the didactic modules / paths for their implementation in teaching contexts; d) to analyse the impacts of using the platform, namely with regard to pupils' knowledge and resources in the different curricular contents.
Revista Ibérica de Sistemas e Tecnologias da Informação, 2023
A COVID-19 forçou os professores a repensar o ensino que passaram a utilizar, recorrentemente, fe... more A COVID-19 forçou os professores a repensar o ensino que passaram a utilizar, recorrentemente, ferramentas Web 3.0. Entre estas ferramentas, os videojogos começaram também ser vistos como recursos de aprendizagem, pois podem oferecer o fomento da motivação intrínseca dos alunos e das suas soft skills. Deste modo, o objetivo deste artigo é apresentar um estudo, realizado com crianças (6.º ano) de uma escola do Grande Porto, Portugal, que se centra nos contributos do uso de uma plataforma digital de role-play (RPG) para a aprendizagem de Matemática no 2.º Ciclo, especialmente para a motivação dos alunos. Recorrendo a uma metodologia de natureza etnográfica e marcadamente qualitativa, implementámos grupos focais junto de 30 alunos, tendo recolhido as suas representações quanto à sua motivação, aprendizagem e jogabilidade da plataforma “Liber Domus”. Os resultados demonstram que os RPG digitais podem contribuir para o aumento da motivação e o desenvolvimento de soft skills.
We live in an era of accessibility that promotes learning by doing [1], recognizing in the practi... more We live in an era of accessibility that promotes learning by doing [1], recognizing in the practical process potential for knowledge construction and skills development. Thus, video games, as didactic resources, have a double learning potential: in the process of building the game and in the playability of the game itself. In the scope of the Master's in Teaching Primary School and Mathematics and Natural Sciences in Secondary School, the challenge was to involve children in a simulated decision-making process in the construction of a society, using a video game (Age of Mythology). This article analyzes the children's decision-making ability in the construction of game scenarios and shows the importance of a child/computer engineer alliance, with the teacher serving as a connector and mediator of this relationship. From an action research perspective, we chose a qualitative case study whose data collection highlights the participant observation of two teacher trainees and their reflective portfolios regarding a regency in 1st grade with a group of 19 children ages between 8-9 years old. The reflective content analysis resulted in the identification of four categories extracted from the lesson design, expressed in field notes. The conclusions point out that simulation involves the child in learning situations as if it were life, so they can learn in the construction of the game and during interaction with it, and for this it was important the proximity with the computer engineer to build a viable environment for game-content interaction.
Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract m... more Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract mixture of technologies in support situations but rather, a necessity to prevent the complete shutdown of formal education. And that inevitability exposed several issues, from technical difficulties to configuration and application of tools, and short-term and potential long-term negative effects on learning derived from lack of motivation, incapacity for autonomous study, inexistent or limited social interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the poten...
Proceedings of the 15th European Conference on Games Based Learning, 2021
The use of teaching based and supported on technology and its assumptions are back on the agenda ... more The use of teaching based and supported on technology and its assumptions are back on the agenda due to COVID-19. As it is commonly known, teachers have been exploring Digital Game-Based Learning (DGBL) tools, but due to the pandemic context some have also been trying to explore less traditional formats, namely Role-Playing Games (RPG). Boosting the use and (re)creation of technological and digital media made us, educators, reflect upon the need to rethink and shift the learning and teaching processes towards a more hypersensory and gamified approach, which would foster a more sustainable development of the pupil and the tackling of the so-called 21st century skills within the virtual or blended classroom. This paper aims at analyzing the state of the art regarding the use of Educational Digital Games (EDG) on teaching and learning processes, the potential of educational digital Role-Playing Games (EDRPG) as tools for supporting teaching and learning in primary contexts, including the Schoolers & Scholars platform. Preliminary findings suggest that RPG stimulate the development of creativity, logical reasoning, problem solving, cooperation, and interdisciplinarity in primary contexts.
Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract m... more Covid-19 has forced educators to re-think online distance teaching. It is no longer an abstract mixture of technologies in support situations but rather, a necessity to prevent the complete shutdown of formal education. And that inevitability exposed several issues, from technical difficulties to configuration and application of tools, and short-term and potential long-term negative effects on learning derived from lack of motivation, incapacity for autonomous study, inexistent or limited social interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the potential issues with that approach.
Advances in Intelligent Systems and Computing, 2021
The pandemic due to COVID-19 has had rapid and widespread effects in our global society, even ask... more The pandemic due to COVID-19 has had rapid and widespread effects in our global society, even asking us, educators, whether in fact we will be able to promote the development of proactive citizens, bringing back the reflection on the need for education reinvented through hypersensory and gamified strategies and resources, which does not forget the need to promote the so-called 21st century calls and the principles of education for the global and sustainable development of children. It is in this context that with this project we seek to demonstrate how the digital Role-Playing Game (RPG) can be used as a tool for (supporting) teaching and learning in different subject areas (Portuguese, English, Mathematics, Natural Sciences and History), in the contexts of the 1st and 2nd Cycles of Basic Education in Portugal. Taking into account an ethnographic approach, which combines qualitative and quantitative methodologies and data triangulation, we intend with this pilot project: a) to analyse the state of the art regarding research projects focused on gamified approaches, in particular using RPG games on teaching and learning process; b) to analyze the representations of pupils and teachers about the gamified approach and the role-playing game; c) to create a digital platform based on RPG for the recreation of the teaching and learning process, validating the didactic modules / paths for their implementation in teaching contexts; d) to analyse the impacts of using the platform, namely with regard to pupils' knowledge and resources in the different curricular contents.
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Papers by Eduardo Nunes
interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the potential issues with that approach.
interactions and extraordinarily little engagement and immersion in the contents being taught. For decades, the possibility and potential of introducing videogames as learning tools has been discussed, but their implementation should be focused as different genres provide different outcomes. We therefore considered the specific mechanics and outcomes desired and the use of role-playing games as a potential videogame-based learning environment to support distance learning as well as the potential issues with that approach.