Jogo computacional 3D em primeira pessoa: uma possibilidade para o ensino de química
In the last two decades, the use of computers has intensified in the school environment. The technology involved in the computational environment has become inseparable from students' everyday life, so that play has gained importance and computer games have become routine. The use of educationa...
| Autor principal: | Ribas, Haroldo Luis |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2018
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/3752 |
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| Resumo: |
In the last two decades, the use of computers has intensified in the school environment. The technology involved in the computational environment has become inseparable from students' everyday life, so that play has gained importance and computer games have become routine. The use of educational tools that combine science, technology, social and environmental aspects with school content can result in an innovative learning experience. In this context, this work proposes the teaching and learning of the environmental aspects of chemistry, and of the physical
chemistry, from a tool of great attractiveness, the 3D game in the first person, developed as a product of this dissertation. The school content used in this game as a basis for the questions and approaches Science, Technology, and Society was inspired by the book Citizen Chemistry, Vol. LI 2012, by Professor Wildson Santos. The volume of the book used corresponds to the contents of physical chemistry. For the construction of the game was used the game engine Unity3D. In this game, the student walks through open and closed environments composed of 3 phases: Natural environment, city and industry. The student answers the questions proposed in totems along his journey through the phases, where correct answers to the proposed questions result in points. The correct destination of the residues found along the way also results in points. In this work, seven analyzes were performed, all of which follow Laurence Bardin's content analysis methodology. The first analysis uses the categories pre-tabulated by the master of this dissertation, the second third and fourth analyzes, were made using the categories of analysis, tables 2.2, 3.3, 4.4, of the master's thesis of Professor Wildson Santos. The fifth analysis verifies the presence in the game of the characteristics described by Magdalena Bober for computational games in the teaching, the sixth analysis, verifies the presence of the characteristics that the good computational games must have according to Liliana Passerino, the seventh analysis that verifies the presence of aspects that characterized by playfulness, according to the considerations of Ângela Maluf, Raquel Pinho, Liliana Passerino. The analyzes showed that the game achieved the objectives, addressing the proposed chemical contents within the CTS approach, the characteristics described by the cited authors and presenting the expected playfulness. In the first analysis, made from the categories created for this
dissertation, it was observed a lower incidence of occurrences in the category stimulus to the learning of chemistry, this deficiency will serve as base of the actions that will guide the improvement of the game. |
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