Using the game Racing Fever as a teaching tool of kinematics

Authors

  • Artur Araujo Cavalcante Instituto Federal de Educação, Ciência e Tecnologia do Ceará
  • Matheus Fernandes Mourão Instituto Federal de Educação, Ciência e Tecnologia do Ceará
  • Verusca Batista Alves Instituto Federal de Educação, Ciência e Tecnologia do Ceará
  • Gilvandenys Leite Sales Instituto Federal de Educação, Ciência e Tecnologia do Ceará

DOI:

https://doi.org/10.33448/rsd-v8i6.1047

Keywords:

Physics; Electronic games; Movement; Scalar speed.

Abstract

This work aims to analyze the electronic game Racing Fever, to identify if there are coherences or inconsistencies in the numerical values referring to the displacement, velocity and time quantities provided by it and to propose the game as a teaching tool of kinematics. To do so, we apply the scalar velocity equation to evaluate if there is an equivalence between the velocities provided by the game and the calculated velocities. Theoretically, the study was based on the ideas of Gee (2003), Coelho and Haguenauer (2004) and Short (2012), among others. With our research, it was possible to conclude that there is no equivalence between the velocity values provided by the game and the calculated velocities, which allowed us to interpret this game as incoherent. In this way, we propose that teachers use the game in the classroom, instigating students to do the same analysis of the game.

Author Biography

Artur Araujo Cavalcante, Instituto Federal de Educação, Ciência e Tecnologia do Ceará


References

Blackman, S. (2005). Serious Games... and Less! ACM Digital Libary, New York, 39(1), 12–16.

Bottentuit Junior, J. B. (2017). O aplicativo Kahoot na educação: verificando os conhecimentos dos alunos em tempo real. In: Gomes, M. J.; Osório, A. J.; Valente, A. L. [Org.]. Challenges 2017: Aprender nas Nuvens, Learning in the Clouds. Portugal: Universidade do Minho, 1587-1602.

Cavalcante, M. M. et al. (2015). Proposta de serious games aplicado ao ensino de eletricidade básica: o jogo Genius a partir da Plataforma Arduíno. Abakós, 4(1), 3-19.

Cheng, M.; Chen, J.; Chu, S.; Chen, S. (2015). The use of serious games in science education: a review of selected empirical research from 2002 to 2013. Journal of computers in education, 2(3), 353-375.

Coelho, C. U. F.; Haguenauer, C. (2004). As tecnologias da informação e da comunicação e sua influência na mudança do perfil e da postura do professor. Colabor@ - Revista Digital da CVA, 2(6), 1-13.

Costa, O. S. (2015). Jogos eletrônicos e ensino de Física: potenciais e possibilidades. 2015. 72 f. Trabalho de conclusão de curso (Graduação em Física) – Universidade Estadual Paulista, Instituto de Biociências de Rio Claro.

Ehman, L. H.; Glenn, A. D. (1991). Interactive technology in social studies. In: SHAVER, J. P. (Ed). Handbook of research on social studies teaching and learning. New York: Macmillan, 513-522.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave.

Gregory, J. (1970). Game engine architecture. 2. ed. New York: Imprint A K Peters/CRC Press.

Macêdo, P. H.; Lima, M. M.; Santos, W. (2017). Jogo digital como auxílio no estudo da matemática: um estudo de caso com estudantes do Ensino Fundamental I. 548-557

Mendes, C. L. (2006). Jogos eletrônicos: diversão, poder e subjetivação. Campinas, SP: Papirus.

Sales, G. L. (2017). Ciências da natureza: formação do estudante e abordagens pedagógico-curriculares no Ensino Médio. Disponível em: <http://pt.slideshare.net/denyssales/pacto-caderno-ciencias-da-natureza>. Acesso em: 15 de dezembro de 2018.

Short, D. B. (2012). Teaching scientific concepts using a virtual world – Minecraft. Disponível em: <https://www.researchgate.net/profile/Dan_Short/publication/236587414_Teaching_Scientific_Concepts_using_a_Virtual_World_Minecraft/links/00b49518172e4dc83d000000/Teaching-Scientific-Concepts-using-a-Virtual-World-Minecraft.pdf>. Acesso em: 15 de janeiro de 2019.

Vogler, M.; Sievers Junior, F.; Germano, J. S. E. (2004). O uso de simulações em Java como objetos de aprendizagem no ensino de Física. Disponível em: < http://www.abenge.org.br/cobenge/arquivos/15/artigos/01_504.pdf>. Acesso em: 16 de dezembro de 2018.

Downloads

Published

29/03/2019

How to Cite

CAVALCANTE, A. A.; MOURÃO, M. F.; ALVES, V. B.; SALES, G. L. Using the game Racing Fever as a teaching tool of kinematics. Research, Society and Development, [S. l.], v. 8, n. 6, p. e31861047, 2019. DOI: 10.33448/rsd-v8i6.1047. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/1047. Acesso em: 21 nov. 2024.

Issue

Vol. 8 No. 6

Section

Exact and Earth Sciences

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.