Digital games as tools for corporate work and movement in the learning process
DOI:
https://doi.org/10.33448/rsd-v11i12.34499Keywords:
Learning Based on Digital Games; Movement; Exerlearnings.Abstract
Movement must be part of the school experience, becoming a constructive part of learning. This training process is not only linked to cognitive learning, but also to the learning of meaning and the body. Aiming to link interdisciplinarity to movement, with a view to breaking this dualistic barrier, we seek to validate games capable of perceiving the child's movements in order to generate a real-time interaction with digital dynamics that stimulate the same. In this sense, this article seeks to develop game prototypes using Scratch to assist children in learning, involving physical interaction. From this perspective, there is the insertion of the child in a playful digital environment with activities that develop the expected skills, where the movements interact with them. To support this discussion, the present work has as its theoretical foundation the Learning Based on Digital Games combined with physical exercises, the exerlearnings. The exerlearnings for this work bring the possibility of integration of movement in the area of languages, ceasing to be an exclusive factor for the discipline of Physical Education. It is expected that the artifact will contribute positively to the education of children, making the concepts of the area of languages work and experience.
References
Antunes, C. (2003). Play and early childhood education : talking and saying, looking and seeing, listening and hearing. Petrópolis: Voices.
Cook, SW; mitchell, Z. Goldin-meadow, S.(2008). Gesturing makes learning last. Cognition, v. 106, p. 11047-11058
Gros, B.(2003). The impact of digital games in education. First Monday, v. 8, n.7.
Hevner, A.(2007). A three cycle view of design science research. Scandinavian journal of information systems , v. 19, n. 2, p. 4.
Hildebrand-stramann, R (1999). Bewegte Schulkultur . Butzbach-Griedel: Verlag Afra.
Kishimoto, TM (1998). Game, toy, games and education. 3. Ed. Sao Paulo: Cortez.
Lam, J; S, Chp; Manus A.(2011). Play pattern of seated videogame and active – exergame alternatives. Journal of Exercise Science & Fitness , v. 9, n. 1, p. 24-30.
Le Boulch, J.(1988). Psychomotor education : psychokinetics at school age. 2nd ed. Porto Alegre: Artmed.
Lopes, M.(2002) Games in education : creating, making and playing. 3. ed. Sao Paulo: Cortez.
Lucht, M.; Domagk, S.; Mohring.(2010) M. Exer-Learning Games: Transferring Hopscotch from the Schoolyard to the Classroom. In: Bramer, M. (2010). Artificial Intelligence in Theory and Practice III. IFIP AI 2010. IFIP Advances in Information and Communication Technology , v. 331.
Papastergiou, M.(2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education , v. 52, n. 1, p. 1-12.
Peffers, K.(2007). The Design Science Research Methodology for Information Systems Research. Journal of Management Information Systems , v. 24, n.. 3, p. 45-77.
Pimentel, M; Filippo, D; Santoro, F.(2020).Design Science Research: doing rigorous scientific research linked to the development of computational artifacts designed for education. In: Jaques, P.(2020). Scientific Research Methodology in Informatics in Education: Research Design. Porto Alegre: SBC.
Sinclair, J.; Hingston, P.; Masek, M (2007).Considerations for the design of exergames. In: Proceedings of the 5th international conference on Computer graphics and interactive techniques in Australia and Southeast Asia, Perth, Australia. Anals [...]. Australia: Perth.
Wang, Y.(2020). Exer-Learning: a new genre combines learning, exercise and fun for children. Procedia Computer Science , v. 174, p. 735-745,
Vaghetti, C & Botelho, S.(2010). Virtual learning environments in physical education: a review on the use of Exergames. Science & Cognition , v. 15, no. 1, p. 76-88.
Vygotsky, L (1984). Social formation of the mind .São Paulo: Martins Fontes.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Jadson Lucas Gomes de Souza; Akynara Aglaé Rodrigues Santos da Silva Burlamaqui; Aquiles Medeiros Filgueira Burlamaqui
This work is licensed under a Creative Commons Attribution 4.0 International 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.