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- Cinco semanas: as nuances de videojogos que servem para motivar e influenciar o desempenho dos alunosPublication . Rito, P. N.Os computadores e outras plataformas informatizadas fazem parte da vida de um estudante, sendo que a sua maioria têm experiencia no uso desses dispositivos para jogar jogos, usar motores de pesquisas, participar nas redes sociais, ou no uso de outras aplicações (Brincher & Silva, 2012). Os videojogos são um dos tópicos que tem recebido mais recentemente atenção por parte de alguns educadores, já que são elementos particularmente ativos para chamar e cativar os alunos por longos períodos de tempo (Sweeny, 2017). Existem outras referências sobre o uso de videojogos comerciais ou simuladores na sala de aula desde a introdução das Tecnologias da Informação e da Comunicação (TIC) no contexto educativo (Basawapatna, Koh, & Repenning, 2010; Benjamin & Benjamin, 2015; Cruz Junior, 2017), mas o interesse deste documento é o de refletir sobre o desenvolvimento de cenários multimédia com nuances de videojogos na sala de aula. O tema dos videojogos surge no curso de Artes Plásticas e Multimédia, na ESE-IPV, como a interface digital no uso de interfaces tangíveis. A aprendizagem na unidade curricular (UC) (Atelier de Multimédia 2, e atualmente uma parte do Laboratório de Arte e Multimédia 2) é na sua maioria centrada na construção de interfaces físicas, através da utilização de microcontroladores, sensores e atuadores. A interface digital, com características de videojogo é o desafio, e é onde os alunos fazem uso de outras competências lecionadas ao longo do seu percurso académico (planeamento, desenho, modelação, animação). Algum deste trabalho tem também reflexo na escolha que os alunos fazem acerca do seu projeto final de curso e que são da sua exclusiva responsabilidade. Para alguns deles essa escolha surge pela vontade de quererem experimentar outras tecnologias, como é o caso da realidade virtual, ou simplesmente aprofundando as suas competências, com o auxílio dos game engines, no desenvolvimento de aplicações com características de videojogos. Outro dos intuitos em abordar este tema é o de mostrar aos alunos: o potencial que existe nesta área em termos profissionais; e o desenvolvimento/aposta que tem existido por parte de várias instituições/empresas em Portugal em contratar profissionais com as competências que estes alunos têm e que podem ser integrados nesta industria que está em crescimento em Portugal. Temos conseguido fomentar em alguns dos alunos a vontade de aprender mais sobre este tema, e que acabam por fazer a sua evolução, frequentando outros cursos sob a forma pós-graduações (mestrados) ou outros formatos, noutras instituições. Enquanto professor tenho também sentido que este debate é recebido com bastante entusiasmo, e por esse motivo considero que é uma mais valia esta experimentação, já que para a maioria destes alunos, os videojogos fazem parte das suas rotinas diárias.
- Do Pensamento Computacional à Computação Criativa: trajetórias na formação contínua de professoresPublication . Gomes, Cristina Azevedo; Gomes, Helena Margarida dos Santos Vasconcelos; Rego, Belmiro; Rito, P. N.Desenvolver o Pensamento Computacional nos primeiros anos de escolaridade é essencial num mundo cada vez mais tecnológico. A formação de professores é um fator crítico para o desenvolvimento de contextos significativos de exploração do Pensamento Computacional e da Computação Criativa. O projeto Smart City Kids Lab (SCKL), integrou uma oficina de formação de pro-fessores, que apoiou o desenvolvimento de propostas de alunos do 1.º CEB para tornar a sua cidade mais inteligente, utilizando a programação e a robótica. A qua-lidade dos produtos criados pelos alunos e a avaliação positiva dos professores par-ticipantes confirmam a pertinência do desenvolvimento deste tipo de projetos.
- Educação e Cocriação no Metaverso numa abordagem mistaPublication . Sousa, Catarina Carneiro de; Rodrigues, Paula; Rito, Pedro NevesA atividade “Educação e Cocriaçãono Metaverso numa abordagem mista”, realizou-se no âmbito do Projeto IPV Inova e Inclui visando desenvolver um simulador em ambiente virtual de representaçãodo Instituto Politécnico de Viseu. Para criar este espaço imersivo, foram dinamizadasworkshopsde cocriaçãotransversais e multidisciplinares em ambientes virtuais colaborativos e criativos.Propomos uma análise especulativa dos resultados dos processos de ensino-aprendizagem destas workshopsà luz do entendimento tridimensional da imersãoformulado por Morgado (2022),para compreender onde podemos situar este caso em termos da imersão pelo sistema, da imersão pela narrativa, e da imersão pela agência. Consideramos que estefoi um caso de aprendizagem imersiva com elevados níveis de imersão nos três eixos, destacando-se a imersão pelo sistema e pela agência.
- The use of microcontrollers for non-programmers: a review on the state of the artPublication . Rito, P. N.The open hardware is defined as any hardware whose design is publicly available for anyone to study, modify, distribute, sell or build to another drawing or as hardware-based original design. The hardware Arduino is an open hardware that was developed by Massimo Banzi, David Cuartielles, Tom Igoe, Gianluca Martino and David Mellis. Presented to the public in 2005, this microcontroller allows the communications establishment between tangible objects and digital objects. This communication is established between the two environments and is called physical computing. The environments that trigger this type of communication are related to two worlds, the digital world and the physical world (real). The physical computing therefore translates the sending of information in the digital world into the real world and from the real world into the digital world. The information transmission can be observed at a lower level, resulting in a conversion of physical energy to electrical energy, which is understood by computers. This energy conversion is called transduction. Apart from teachers, it is important for students to identify the meaning of programming and use of tangible objects. An object that is not familiar to them creates a chain of reactions that leads them to explore, familiarize and eventually realize through a repeating sequence which they might get more elaborate designs on the properties (size, texture, shape) of the physical world. These lead them to reflect and express what they are thinking. With the incorporation of technology in such objects it opens a new door that allows them to provide other environments. It is therefore important to develop and utilize technological resources that allows a tangible approach to constructive and exploratory learning. The construction of tangible objects using open hardware like microcontrollers and software to create a technology alliance will facilitate the diffusion of use and enable students to explore new forms of narrative, usually associated with other students. So the purpose of this article is to present a case study related with the use of a microcontroller in a classroom with Arts students and their involvement in this kind of project.
- Efeito das políticas institucionais na difusão de aplicações das tecnologias de informação complexas de adopção voluntária/opcionalPublication . Rito, P. N.O tema, difusão e adopção de tecnologias nas organizações, bem como, o estudo dos modelos de aceitação, por parte dos indivíduos, dessas mesmas tecnologias, tem vindo a suscitar um interesse crescente na comunidade científica e nos investigadores da área dos Sistemas de Informação. Desta forma, este documento foi elaborado com o objectivo de apresentar, resumidamente, uma parte da revisão bibliográfica, efectuada no âmbito da investigação em Tecnologias e Sistemas de Informação, que se pretende realizar.
- Digital learning platforms: analysis and trendsPublication . Rito, P. N.; Morais, Nídia Salomé; De Almeida Gouveia, Teresa Sofia; Ferreira, SóniaSocial distancing as a prophylactic measure against COVID-19 inevitably caused several changes in the teaching-learning processes at a global level. Among the different strategies adopted by educational institutions, remote learning was one of the most chosen options to replace physical presence. According to this reality, the demand for and the offer of short online courses, without the need to be in a particular time and place, has also become relevant. In fact, one of the highest priorities at a national level, within the higher education context, was the adoption of non-face-to-face methodologies without hindering the students’ learning activities. This context set the grounds for the “Exploring online methodologies in the development of skills in the audiovisual field” project, which, involves three Portuguese and one Spanish higher education institution, which share the same values, principles and mission and are motivated to promote innovative proposals, both in research and education. In addition, the network it presents training diversity within undergraduate degrees, masters and technological specialization programs, which enables privileged contact with students and facilitates the establishment of priorities and needs. The project aims to implement an online course dedicated to audiovisual content production, from the idea to the final product, in order to respond to the need for online training in this particular area. The project also includes the development of a platform that will support the implementation of the course. This article focuses on this last goal and its main objective is present a detailed analysis of a set of platforms currently used for online courses, at a national and international level, as well as online courses directed linked with the audiovisual field. The aim of this research is to enunciate a set of technical and functional requirements for the construction of the platform and a list of guidelines for the course development.
- A complexidade comunicacional da cultura politica das organizaçõesPublication . Rito, P. N.A importância de perceber que o estudo da tecnologia é essencial para a compreensão da cultura é evidente. Uma visão realista da interacção da tecnologia com a política, a cultura e outras forças sociais permite uma percepção geral das implicações sociais e filosóficas da tecnologia na vida em comunidade.
- An Analysis of the Real-Time Strategy Games: The NinetiesPublication . Rito, P. N.; Deniz Denizel; Deniz Eyüce Sansal; Tuna TetikThis chapter aims to perform a scoping review related to video games of the genre Real-Time Strategy. Several video games have been associated with the strategy genre, and different titles have appeared on the market over time, some of which have a more military aspect and are usually associated with the subgenre of real-time strategy. These types of games tend to be more dynamic as opposed to turn-based because they feature time-based gameplay and choices about unit building. The difficulty of controlling all elements of the game makes them more attractive to players, with a high degree of uncertainty and complexity. Decisions are not perfect and most often are made abstractly. There has been a profusion of research work that makes use of RTS to develop AI or to build knowledge repositories with options that are made during games by players. The review that is made in this paper demonstrates the diversity of the formal elements that make up the RTS, identifies some of the initiatives that make use of RTS for research on certain topics, as well as the challenges that arise for game designers when making the choices they have to do.
- Augmented reality in Portugal: its use, its development, and contextsPublication . Rito, P. N.The Portuguese Open Access Scientific Repositories of Portugal (RCAPP) platform allows searching and accessing various documents available in various institutional repositories and scientific journals. This set of repositories includes several Portuguese Higher Education institutions that, through these platforms, make available what has been produced by their researchers in different areas. From this portal and with reference to the last five calendar years, the year 2017 (inclusive) and until the year 2021 (inclusive), we sought to obtain information about what has been built or explored with augmented reality, trying to obtain information from these sources on what is being done with this technology in Portugal. From the results obtained, research sources (resources) related to references to non-Portuguese institutions were removed. Thus, on May 31, 2022, an advanced search was carried out on RCAPP using the reference time period from 2017 to 2021, and two sets of words were used to carry out the search and collection. The first used the expression “realidade aumentada” and the second with “augmented reality.” The justification for using the two expressions was related to the fact that Portuguese researchers were encouraged to write their research works in English to allow others to read their work, and this option was adopted to obtain more resources for further analysis. With these searches in Portuguese and in English, a very similar number was obtained in terms of quantity, with one hundred and seven references being collected in Portuguese and one hundred and fourteen references in English. Subsequently, all documents were collected, which resulted in obtaining one hundred and eighty-nine files. In a first review, it was possible to identify several scenarios where augmented reality is used in educational contexts, both from a recreational and educational perspective. This document thus comes to show in an organized way the collection of information related to the contexts where augmented reality is used, obtaining information: that allows identifying the use of this technology, the developments she has had, and catalog this information in a summarized and organized way.
- The use and development of video games in the classroom: you should consider ITPublication . Rito, P. N.Video games are one of the topics that have received more attention from educators, since these are part of the daily lives of children, young people and adults, and are particularly active elements to call captivating for long periods of time. There are several references on the use of commercial video games or simulators in the classroom since the introduction of ICT in the educational context, but the interest of this document is to reflect on the development of videogames in the classroom. There are a wide range of video game engines on the market. These engines have components that can be used for the development of various types of video games. Usually the use of these engines does not imply that there is previous knowledge about a programming language, since there is a separation between the specific code of the video game and that of the engine. The engine is usually associated with components that allow the management of artificial intelligence processing, manage resources (sounds or images), allow rendering of objects, and allow elements to be associated with physics. The specific code is usually used to make specific changes to these components. There is also the possibility of developing a video game engine, but this is a more time consuming process and only used by more experienced companies in the market. There are more than 170 video game engines that are registered on Wikipedia (n.d.). About 57% are associated with a proprietary license, 20% have an open source license. From this list it is possible to verify that 82% allow the development for multiplatforms, which means that it is possible to export the video game to other operating systems than the one where it was developed. Although this large number of software available are in a reduced number those that are normally used by the community. Based on the final product and the beginning of 2006, more than 34% of the videogames that appear in the market were developed with the Unity engine, 18% with Cocos2D, 2.6% with Corona and 2.2% with Unreal . It is possible to verify that they are data referring to videogames that are available in the market. However and despite this situation most prefect developers use engines developed internally, that is, by the companies themselves. However development for the school context usually implies an association with an educational theory. In the work done by Ribeiro et al (2015) most of the videogames that were analyzed in the study have no association with any reference to a learning theory. That is, the videogame has been developed but without taking care to apply a learning theory to assist in the commitment to the development of educational video games. Theories like Piaget or Vygotsky are those that are more discussed, presented as basis in the development of these artifacts. There is, however, a reference to the preference of using the constructivist base learning theory. The purpose of this article is to create a reference for teachers, about the work that can be done in the classroom, to enhance students' learning, based on the video games developed by them. The methodology followed will have as a principle a qualitative analysis of the elements that emerge from this collection and also present a possible framework or implementation model that can be adopted by teachers.