Bibliografías temáticas / Non-digital games

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Literatura académica sobre el tema "Non-digital games"

Autor: Grafiati

Publicado: 2 de julio de 2021

Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Non-digital games"

Plothe, Theo. "Bearded Dragons at Play". Exchanges: The Interdisciplinary Research Journal 7, n.º 3 (24 de junio de 2020): 1–13. http://dx.doi.org/10.31273/eirj.v7i3.523.

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Animals have long appeared as the subjects and characters in digital games, but game studies scholars have rarely considered animals as players of digital games. This paper examines the mobile digital game Ant Smasher and YouTube videos of bearded dragons playing the game. This article advocates for the inclusion of these bearded dragons in gamerspace as not only a personification of the gamer within the space but as a conduit for play, a channel for gamers to breach the boundaries of gamerspace – the cultural and discursive space surrounding digital games that negotiates the relationship between the digital game and its impact on the world at large. Through an analysis of 50 YouTube videos representing these play experiences, this article considers the place of these videos within gamerspace. The implications of this work serve to better understand the relationships between digital gaming, play, and human and non-human actors in interaction with haptic media. This example also expands upon our understandings of play as a whole.

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Allaire, Jason C., Anne Collins McLaughlin, Amanda Trujillo, Laura A. Whitlock, Landon LaPorte y Maribeth Gandy. "Successful aging through digital games: Socioemotional differences between older adult gamers and Non-gamers". Computers in Human Behavior 29, n.º 4 (julio de 2013): 1302–6. http://dx.doi.org/10.1016/j.chb.2013.01.014.

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Sundqvist, Pia y Liss Kerstin Sylvén. "Language-related computer use: Focus on young L2 English learners in Sweden". ReCALL 26, n.º 1 (enero de 2014): 3–20. http://dx.doi.org/10.1017/s0958344013000232.

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AbstractThis paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.

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Sylvén, Liss Kerstin y Pia Sundqvist. "Gaming as extramural English L2 learning and L2 proficiency among young learners". ReCALL 24, n.º 3 (septiembre de 2012): 302–21. http://dx.doi.org/10.1017/s095834401200016x.

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AbstractToday, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2. In this paper, we present empirical evidence that L2 English proficiency correlates with the frequency of gaming and types of games played. We base our observation on a study among young L2 English learners (N = 86, aged 11–12, Sweden). Data were collected through a questionnaire, a language diary, and three proficiency tests. The questionnaire provided demographic background information but was also targeted at measuring extramural English habits, i.e., learners’ out-of-school contact with English (cf. Sundqvist, 2009). The diary measured how much time the learners spent on seven predetermined extramural English activities during one week, while the tests measured their achieved L2 proficiency regarding reading and listening comprehension, and vocabulary. Previous research among learners aged 15–16 (Sundqvist, 2009) showed positive correlations between playing digital games and L2 proficiency, in particular with regard to vocabulary, and also identified gender-related differences regarding vocabulary (boys outperformed girls) as well as the frequency of gaming and types of games played. These results were corroborated in the present study. A clear pattern emerged from our data: frequent gamers (≥ 5 hours/week) outperformed moderate gamers who, in turn, outperformed non-gamers. Background variables could not explain the between-group differences. Even though the boys might have been more proficient or apt than the girls a priori and, therefore, chose to engage more in L2 gaming, the findings suggest that playing digital games at an early age can be important for L2 acquisition.

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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning". Nordic Journal of Science and Technology Studies 4, n.º 1 (1 de diciembre de 2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

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This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon domestication theory, actor-network theory, and the concept of script, and makes use of Latour's assemblage approach.Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process.

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Fizek, Sonia. "Automation of play: Theorizing self-playing games and post-human ludic agents". Journal of Gaming & Virtual Worlds 10, n.º 3 (1 de octubre de 2018): 203–18. http://dx.doi.org/10.1386/jgvw.10.3.203_1.

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This article offers a critical reflection on automation of play and its significance for the theoretical enquiries into digital games and play. Automation has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. On the following pages, the author explores various instances of automated non-human play and proposes a post-human theoretical lens, which may help to create a new framework for the understanding of video games, renegotiate the current theories of interaction prevalent in game studies, and rethink the relationship between human players and digital games.

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Lages e Silva, Rodrigo, Gabriela Da Silva Bulla, Leandro Paz Da Silva y Julia De Campos Lucena. "Os serious games e os regimes de sensibilidade: Paradoxos do uso de jogos na formação humana". education policy analysis archives 26 (17 de septiembre de 2018): 117. http://dx.doi.org/10.14507/epaa.26.3867.

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We think about the implications of digital games on non-school formation policies with serious games, analyzing two games – Ayiti: the cost of life and Sara: A Meaningful Journey Part One. We initially discuss the relationship between game and learning, emphasizing the interactional and cognitive aspects contributed by digital games and the networked personal computer interface in the recruitment of an immersive experience, according to Maturana and Varela's theory of learning. Following, we question the concept of serious game and its use as an awareness-raising way for action in the scope of the policies of human formation. In the end, we reflect on the ethical-political aspects related to the design and content of digital games on screen.

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Fizek, Sonia. "Automated State of Play". Digital Culture & Society 4, n.º 1 (1 de marzo de 2018): 201–14. http://dx.doi.org/10.14361/dcs-2018-0112.

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Abstract Automation of play has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. This article proposes to look at AI-driven non-human play and, what follows, rethink digital games, taking into consideration their cybernetic nature, thus departing from the anthropocentric perspectives dominating the field of Game Studies. A decentralised posthumanist reading, as the author argues, not only allows to rethink digital games and play, but is a necessary condition to critically reflect AI, which due to the fictional character of video games, often plays by very different rules than the so-called “true” AI.

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Dunwell, Ian, Petros Lameras, Sara de Freitas, Panos Petridis, Maurice Hendrix, Sylvester Arnab y Kam Star. "Providing Career Guidance to Adolescents through Digital Games". International Journal of Game-Based Learning 4, n.º 4 (octubre de 2014): 58–70. http://dx.doi.org/10.4018/ijgbl.2014100104.

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In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are becoming increasingly dynamic, with employees more frequently moving between sectors and positions than was the case for previous generations. The concept of a “job for life” at a single organization is becoming less prevalent across sectors and cultures. In such a context, traditional approaches to career guidance, which often focused upon identifying a suitable occupation for adolescents at an early stage and establishing a route towards it, are being challenged with the need to communicate the value of transferrable skills and non-linear progression paths. This article explores the role digital games might play in allowing learners to develop these skills as part of a wider careers guidance programme. Through a case study of the “MeTycoon” serious game, the potential reach of such games is discussed, with 38,097 visits to the game's website, and 408,247 views of embedded educational videos. An online survey of players (n=97) gives some insight into their opinions of the game's impact and appeal, with positive comments regarding the design of the game and its emphasis on creating an enjoyable gaming experience whilst providing educational content.

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Vanbecelaere, Stefanie, Katrien Van den Berghe, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet y Fien Depaepe. "The effectiveness of adaptive versus non‐adaptive learning with digital educational games". Journal of Computer Assisted Learning 36, n.º 4 (29 de diciembre de 2019): 502–13. http://dx.doi.org/10.1111/jcal.12416.

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Tesis sobre el tema "Non-digital games"

Blomqvist, Anja. "Jag har inte tid att spela tevespel : En kvalitativ studie om icke-spelares syn på digitalt spelande". Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29584.

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This study explores possible contributing factors to why some people don’t engage in playing digital games. The purpose of this paper is to gain a deeper understanding of why they don’t participate in this activity. The objective was to examine the social aspect, the time facet and the technical requirement of mastery as hindering barriers. A strategic selection of eight participants was made in Stockholm between October 2015 and November 2015. Focus group discussion was chosen for its potential to get a rich data set and to get answers to questions that the respondents had no way to prepare answers to. Three follow-up individual interviews were carried out a few weeks later to get access to a more personal and insightful material. The focus group discussion lasted two hours and the individual interviews for approximately 30–60 minutes; and painstaking transcriptions began the day after the focus group conversation had taken place, and after each and every interview had been conducted. The empirical thematic analysis resulted in four themes that show that many different factors may interact and result in peoples disinterest in playing digital games. Communications limitations in various forms have an impact, as well as the social sphere, and that many games provide an insufficient feeling that reflects the physical reality. Gaming is also perceived as unhealthy, and a waste of time if it does not occur within a limited frame. The meaning of performance in this context, as well as negative feelings about failures and the time that must be devoted to be able to master gaming is also hampering the motivational efforts to play. And when the respondents state that they do not have time to play digital games, this can be considered synonymous with the view that a different activity, they could devote themselves to instead, is more meaningful in their life-world.
Denna studie utforskar vilka tänkbara faktorer som bidrar till att en del människor inte spelar digitala spel. Syftet med uppsatsen är att få en djupare förståelse för varför icke-spelare väljer bort denna aktivitet. Målet var att undersöka den sociala aspekten, tidsaspekten och tekniken som hindrande barriärer. Ett strategiskt urval av åtta deltagare gjordes i Stockholm mellan oktober 2015 och november 2015. Intervjuer baserades på semistrukturerade frågor. Fokusgruppssamtal valdes som metod för fem av respondenterna i samband med pilotstudien som ligger till grund för denna studie. Fokusgruppssamtalet valdes för att få ett rikt datamaterial och få svar på frågor som respondenterna inte på förhand getts möjlighet att tänka ut svaren på. Tre uppföljande enskilda intervjuer genomfördes några veckor senare för att få tillgång till ett mer personligt och djupgående material. Fokusgruppssamtalet varade i två timmar och de enskilda intervjuerna i cirka 30–60 minuter; och omsorgsfulla transkriberingar påbörjades dagen efter fokusgruppssamtalet samt varje intervju hade genomförts. Den empiriska tematiska analysen resulterade i fyra teman som visar att många olika faktorer kan samspela och resultera i att vissa individer inte intresserar sig för att spela digitala spel. Kommunikationsbegränsningar i olika former påverkar, liksom den sociala umgängeskretsen och att många spel ger en otillräcklig känsla av att avspegla den fysiska verkligheten. Spelandet uppfattas också som osunt och som slöseri med tid om det inte sker inom begränsade ramar. Prestationens betydelse i sammanhanget, liksom negativa känslor inför misslyckanden och den tid som måste ägnas åt att lära sig behärska spelandet fungerade också hämmande för motivationen att spela. Och när respondenterna uppger att de inte har tid att spela digitala spel så kan detta anses vara synonymt med att de anser att en annan aktivitet, som de skulle kunna ägna sig åt istället, är mer meningsfull i deras livsvärld.

Den här studien placeras inom ramen för spelstudier.

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Tjernberg, Wilmer. "Tabletop game player experience in the age of digitization : Social and material aspects of play". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20134.

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This thesis explores physical and social aspects of playing tabletop games physically versus remotely. It also examines the experiences of contemporary players of tabletop games, with focus placed on play during the COVID-19 pandemic. The report begins with an explanation of tabletop games, including social and material aspects as examined in previous work. To explore the thesis’ problem area, several tabletop game players were interviewed, resulting in a number of recurring themes. The interview results suggest that social rituals and material aspects of tabletop games are highly important to players. This has implications for the future of tabletop games, many of which are discussed in the text.

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Tuğsal, Fatma Kübra. "Examination of primary school children's playing habits through digital puzzle games, and the impact of non-educational commercial puzzle games on the development of logical thinking in primary school children : An ethnographic case study with Supaplex". Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16176.

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Supaplex is a single player video-game released at the beginning of the 90's which known as a challenging puzzle game developed for MS-DOS and Amiga. Although Supaplex did not get an intense interest and did not become a "POP" icon like PacMan or Super Mario or Sonic during the 90's, it was quite popular among people who like puzzle games such as Boulder Dash. This paper aims to revive this nostalgic video-game and show if Supaplex help to improve the development of logical thinking in primary school children. This paper examines how can Supaplex effect on primary school children's way of developing problem-solving techniques. Moreover, this case study examines primary school children's playing habits at their own homes. The paper is based on an ethnographic case study in which I collaborated with a Turkish family to let their children play Supaplex at their home as a spare-time activity approximately five-month long period. During this five-month period, I went to their home and played Supaplex with the triplets.

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Herbertsson, Anna y Rosanna Johansson. "Does it matter?" Thesis, Blekinge Tekniska Högskola, Sektionen för planering och mediedesign, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4956.

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Swedish: Det här kandidatarbetet undersöker om karaktärer med icke-normativ sexualitet finns representerade i digitala spel och hur dessa framställs. Arbetet har även fokus på de reaktioner samhället har visat i samband med att spel som behandlar ämnet icke-normativ sexualitet kommit ut på marknaden. Syftet är att uppmärksamma och ge insikt om icke-normativ sexualitet som ämne och hur diskussionen av detta kan leda till en utveckling inom spelmediet. Informationen som användes för att undersöka ämnet och dess reaktioner finns sammanställt under ett forskningsmomentet, vilket sedan utvecklas till flera noveller. Dessa noveller har sedan användes i en undersökning som genomfördes av 11 stycken deltagare. English: This bachelor thesis investigates if characters with non-normative sexuality are represented in digital games and how these are portrayed. The thesis' focus is also to study the reactions games dealing with the subject of non-normative sexuality have received from society, and how the discussion about this can lead to a growth for games as a medium. The information used to analyze this subject and its reactions is collected from a time of researching, which later was developed into a number of short stories. These short stories were then used to conduct a survey answered by 11 respondents. Keywords: Homosexuality, bisexuality, digital games, non-normative sexuality, interpretation, game medium.

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Lefvedahl, Felicia. "Icke-verbala beteenden och uttryck hos icke-spelarkaraktärer inom datorspel : En studie kring icke-verbala uttrycks påverkan på icke-spelarkaraktärers trovärdighet". Thesis, Södertörns högskola, Medieteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44945.

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Under de senaste decennierna har datorspel etablerats som ett legitimt forskningsområde. Inom denna forskning har den artificiella intelligensen (AI) varit av stort intresse framförallt i relation till de karaktärer inom spel som kallas för non-playable characters (NPC). Fokus har legat på att göra dessa karaktärer mer trovärdiga och på så sätt göra spel mer engagerande och potentiellt främja immersion. I och med detta bör alla aspekter av NPC:er utforskas för att säkerställa att alla bidragande faktorer har identifierats och kan därefter användas för att ytterligare utveckla dessa. Då social interaktion inom datorspel har tidigare kopplats till en spelares immersion är det viktigt att förstå alla komponenter som uppgör denna. Den mänskliga kommunikationen är grundad i både verbala och icke-verbala uttryck vilket tillsammans skapar den sociala interaktionen. Därför undersöker denna studie de aspekter av en karaktärs beteende som kan kategoriseras som icke-verbala uttryck. Detta utförs med hjälp av en kvalitativ observationsmetod för att identifiera vilka variationer som existerar, hur de uppfattas, samt om de påverkar karaktärers trovärdighet och därefter spelarens känsla av immersion.
In recent decades, computer games have been established as a legitimate area of research. In this research, artificial intelligence (AI) has been of great interest especially in relation to the characters in games called non-playable characters (NPCs). The focus has been on making these characters more believable and thus making games more engaging and potentially more immersive. In doing so, all aspects of NPCs should be explored to ensure that all contributing factors have been identified and can then be used to further develop them. As social interaction in computer games have previously been linked to a player's immersion, it is important to understand all the contributing components. Human communication is based on both verbal and non-verbal behaviors, which together create social interaction. Therefore, this study examines the aspects of NPC behavior that can be categorized as non-verbal expressions. This is achieved using a qualitative observation method to identify what variations exist, how they are perceived, and whether they affect the believability of characters and the player's immersion.

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Nicklin, Hannah. "First person theatre : how performative tactics and frameworks (re)emerging in the digital age are forming a new personal-as-political". Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14579.

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This study sets out to explore first person theatre as a means of opening the individual to the problems of contemporary capitalism and its increasing pervasion of the personal in an era of embeddedness enabled by networked pervasive technology. Firstly setting out key definitions and a theoretical analysis of the problems of being in the digital age in chapter 1, and then setting this against the history of interaction in performance in chapter 2. The study then goes on (in chapters 3-5) to investigate three key aspects of first person performance as personal-as-political; sound and the city, play and games, and interactive theatre. In the final chapter, The Umbrella Project develops a piece of first person theatre as practice, a method of investigation that is vital to a thesis that discusses politics, late capitalism, and the means to resist the message-sending of private interests as fundamentally only to be understood in practice. For this reason, too, chapters 3, 4 and 5 are supported by key case studies discussing other first person theatre practice. By placing the participant at the centre of the world-constituting process of theatre in the hot space between what is and what if this study suggests that first person theatre is able to open the contemporary individual to an inbetween where they might re-see, reflect and react to what is. To imagine and, if wished, act upon a what if. In an age of the disrupted near and far, the vanishing of the interface, of the false rhetoric of choice of personalisation , and the often false rhetoric of agency at the end of the era of broadcast, first person theatre offers the subject a route to individual agency, an understanding of the urban environment as construct, and to their relationship with the subjective other something which this thesis suggests is a personal-as-political practice to rival the Spectacle of late capitalism.

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Palm, Daniel. "Eye on the Prize : Enhancing Realism during Interaction towards Non-Player-Characters with Natural Eye Movements". Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3680.

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In the wake of motion capture and visual animation one aspect seems to be lacking. A realistic representation of the dynamic and unpredictable human visual perception. A human examines her surroundings in a unpredictable, saliency based and top-down task oriented manner. In the field of computer science, interaction design and the industry of game development, great leaps have been taken when it comes to capture motion of bodies. Motion capture helps developers and film makers to portray realistic humans in virtual environments. Where motion has come far, eyes and perception has not. As of yet a virtual representation of human visual perception, has not been mimicked as close as body motion. This thesis will examine perceived realism in virtual agents, with a focus on eye motion. In this study a virtual agent has been given eye movements of human beings and been compared to an agent based on current virtual agents in games. This is the first step towards synthesizing more than just human motion in virtual agents. It will provide future research with the data and tools needed to produce an algorithm based on the gathered data. Prior context research includes a study of current games. Two participant experiments have been be conducted, both has recorded eye positional data for analysis. The first experiment helps build the second as it compares virtual agents using a Likert scale for a subjective rating of realism. The results offers some very interesting data, indeed data that lie at the core of the study as well as data for further studies. While statistical analyses of Likert scales might be considered ambiguous this study has done so and reached a conclusion. A virtual agent enhanced with eye-motion based on human eye movements does portray a more realistic human like behaviour.
Arbetet undersöker uppfattad realism av virtuella karaktärer som använder mänskliga ögonrörelser. Med hjälp av en Tobii Eye-tracker har personers ögonrörelser spelats in medan de tittat på en virtuell karaktär. Därefter har den informationen använts till att skapa en virtuell karaktär med mänskliga ögonrörelser. En jämförelse mellan dessa har sedan gjorts för att bedöma vad som uppfattas mest realistiskt. Resultaten kan inte statistik säkerställas, även om datan ger indikationer på att det är en skillnad.
Programme: Master of Science Programme in Design, Interaction and Game Technologies/Masterprogram i design, interaktion och spelteknologier Phone nr: +46735305836

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Maia, Marta Gomes. "Atividades de competição como fator de aprendizagem em Geografia. Aplicação de jogos no 9º e 11º anos de escolaridade". Master's thesis, 2018. http://hdl.handle.net/10362/62907.

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Este relatório é o resultado da Prática de Ensino Supervisionada (PES) realizada no âmbito do Mestrado de Ensino da Geografia no 3º ciclo do Ensino Básico e no Ensino Secundário, da Faculdade de Ciências Socias e Humanas – Universidade Nova de Lisboa para a obtenção do grau de mestre. A Prática de Ensino Supervisionada (PES) realizou-se no ano letivo 2017/2018 na Escola Básica e Secundária de Alvide, sob a orientação do professor Doutor Miguel Inez Soares. O tema aplicado no decorrer do ano letivo, e exposto neste relatório, diz respeito à utilização de atividades de competição como fator de aprendizagem na disciplina de Geografia, ou seja, com este tema pretendia aferir-se se os jogos aplicados em sala de aula constituem um fator acrescido de motivação. A evolução tecnológica que tem marcado o mundo nos últimos anos, tem, inconscientemente, influenciado os alunos na sua postura em sala de aula, ou seja, pensa-se que quando utilizadas ferramentas tecnológicas o aluno ficará mais envolvido e motivado; no entanto, neste relatório, serão abordadas outras estratégias motivadoras, para além da utilização da tecnologia, que pretendem demonstrar que o aluno também se pode motivar e integrar com jogos não digitais. Esta foi uma ferramenta bastante utilizada no decorrer da Prática de Ensino Supervisionada (PES). Refletindo sobre a motivação de um aluno no contexto de sala de aula, criaram-se estratégias alternativas para que os alunos ficassem motivados com os conteúdos de aprendizagem de Geografia e, dessa forma, foram utilizados como recursos: jogos digitais, jogos não digitais, atividades de competição e cooperação em turma.
This report is refers to the Supervised Teaching Practice (STP) carried out under the Master's Degree in Geography Teaching in the 3rd cycle of Basic Education and Secondary Education, of the Faculty of Social and Human Sciences - Universidade Nova de Lisboa. The Supervised Teaching Practice (STP) was held in the 2017/2018 school year at the Alvide Elementary and Secondary School under the supervision of Professor Miguel Inez Soares. The field of study approached during the school year and exposed in this report concerns the use of competition activities as a teaching strategy in the discipline of Geography. By using this strategy, it was intended to understand the correlation between playing games in the classroom and higher motivation. The technological development that has marked the world in recent years has unconsciously influenced students' behaviour in the classroom. It is thought that when technological tools are used, students will be more involved and motivated. However, in this report, some motivating strategies, other than technological ones, will be addressed to, so that it can be illustrated that students are also motivated and integrated. Non-digital games were widely used during the Supervised Teaching Practice (STP). Reflecting on students' motivation in the classroom, alternative strategies were created so that the students were motivated to learn Geography, having been used as resources: digital games, non-digital games, competition activities and collaborative class work.

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Capítulos de libros sobre el tema "Non-digital games"

Voulgari, Iro y Georgios N. Yannakakis. "Digital Games in Non-formal and Informal Learning Practices for Science Learning: A Case Study". En Lecture Notes in Computer Science, 540–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34350-7_52.

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Inal, Yavuz, Turkan Karakus y Kursat Cagiltay. "Designing Narratology-Based Educational Games with Non-players". En Technologies for E-Learning and Digital Entertainment, 528–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-69736-7_56.

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Voulgari, Iro. "Digital Games for Science Learning and Scientific Literacy". En Non-Formal and Informal Science Learning in the ICT Era, 35–49. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6747-6_3.

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Brown, Julie A. "Digital Gaming Perceptions Among Older Adult Non-gamers". En Human Aspects of IT for the Aged Population. Applications, Services and Contexts, 217–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58536-9_18.

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Evans, Sarah. "Queer(ing) Game Studies: Reviewing Research on Digital Play and Non-normativity". En Queerness in Play, 17–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90542-6_2.

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Correia, Ana Castro y Lia Raquel Oliveira. "The Educational Value of Digital Games". En Computer Games as Educational and Management Tools, 86–102. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-569-8.ch006.

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The use of digital games in educational contexts encourages active, critical, autonomous and participated learning processes, overcoming some of the limitations presented in more ‘conventional’ methods, engaging players in non-passive forms of acquiring knowledge and skills. Aiming to demonstrate how digital games make the learning process possible by allowing the development of critical thinking, outlined during the act of playing, we will proceed to a critical analysis of Spore, a game created by Electronic Arts in 2008, demonstrating how the player places himself in an active learning situation which is self controlled and self regulated, facilitating the comprehension of phenomena that are not a part of formal teaching.

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Dunwell, Ian, Petros Lameras, Sara de Freitas, Panos Petridis, Maurice Hendrix, Sylvester Arnab y Kam Star. "Providing Career Guidance to Adolescents through Digital Games". En Gamification, 1975–89. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch100.

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Becker, Katrin. "Distinctions Between Games and Learning". En Gaming and Cognition, 22–54. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-717-6.ch002.

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Serious games are digital games designed for purposes other than pure entertainment. This category includes educational games but it also includes a great deal more. A field that was unheard of until Ben Sawyer referred to it as Serious Games in late 2002 (Sawyer, 2003) has already grown so large that one can only hope to keep track of a very small part of it. The time is rapidly coming to an end when literature surveys of even one branch of Serious Games can be considered comprehensive. This chapter will examine the current state of the part of the serious games discipline that intersects with formal education, with a particular focus on design. The chapter begins broadly by looking at games in order to define the term serious game but then narrows to a specific focus on games for education. In this way, it provides an educational context for games as learning objects, distinguishes between traditional, (i.e. non-digital; Murray, 1998) and digital games, and classifies games for education as a subcategory of serious games while at the same time still being part of a larger group of interactive digital applications.

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Kickmeier-Rust, Michael D., Elke Mattheiss, Christina Steiner y Dietrich Albert. "A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games". En Developments in Current Game-Based Learning Design and Deployment, 103–17. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1864-0.ch008.

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One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

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Pujolà, Joan-Tomàs. "Gamification: motivating language learning with gameful elements". En Innovative language pedagogy report, 109–14. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.1244.

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What is it? Gamification is a methodological strategy that uses “game design elements in non-game contexts” (Deterding, Dixon, Khaled, & Nacke, 2011, p. 10). The purpose of gamification is to engage people, motivate action, promote learning, and solve problems (Kapp, 2012). There are other educational approaches that use playful components but are different from gamification, such as game-based learning or serious games. In those two cases, all kinds of games (digital video games, table games, outdoor games, etc.) or educational games are used to achieve a learning goal. Within the language learning area, Reinhardt (2019) opts for the global concept of ‘gamefulness’ which embraces all types of vernacular games, serious games, and gamification.

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Actas de conferencias sobre el tema "Non-digital games"

Petri, Giani, Christiane Gresse von Wangenheim y Adriano Ferreti Borgatto. "Quality of Games for Teaching Software Engineering: An Analysis of Empirical Evidences of Digital and Non-Digital Games". En 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET). IEEE, 2017. http://dx.doi.org/10.1109/icse-seet.2017.18.

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Mehta, Manish y Andrea Corradini. "An Approach to Behavior Authoring for Non-Playing Characters in Digital Games". En the 2014 Mulitmedia, Interaction, Design and Innovation International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2643572.2643585.

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Jantke, Klaus P. "Dramaturgical Design of the Narrative in Digital Games: AI planning of conflicts in non-linear spaces of time". En 2009 IEEE Symposium on Computational Intelligence and Games (CIG). IEEE, 2009. http://dx.doi.org/10.1109/cig.2009.5286488.

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Moraes, Thayron C. H., Eduardo M. Real, Diego Marques, Luis Melle, Itana Stiubiener, Juliana Braga, Edson Pimentel y Silvia Dotta. "Module for Procedural Evaluation of Learning in Digital Games Based on Non-Linear Metrics". En 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028530.

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Silveira, Milene Selbach. "Exploring Creativity and Learning through the Construction of (Non-Digital) Board Games in HCI Courses". En ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3387374.

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Harris, Kirsilyn C. y Jesse M. Redlo. "Emergence of Digitized Gamification as an Educational Tool and the Implications on Digital Literacy and Equity". En International Conference on Women Researchers in Electronics and Computing. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.114.48.

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The phenomenon of gamification has developed into a widely used educational tool over the last sixty years. In that time gamification has evolved from serious games, used to educate military personnel and medical workers, to a tool used to teach a variety of disciplines. The proliferation of gamification is particularly prevalent due to the ease of access and production of games in a digital format. Whether being used in the classroom or being used in daily life as a non-traditional learner, the common man is inundated with information and games that teach. Some games intentionally teach skills, however, even those that aren’t geared towards teaching can teach peripheral skills and values that aren’t easily taught in the classroom. Unfortunately, it is difficult to determine which games and content are going to be positive and helpful to growth and development, and which will not be. One such skill that would be invaluable to teach would be digital literacy, especially in such a digitized world. Thus the question posed here is whether gamification will be a reliable tool to teach digital literacy due to its success being implemented in other disciplines.

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Pantoja, Maria. "Designing a New Video Game App as an aid for Introduction to Programming classes that use C Programming Language". En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4606.

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This paper describes the use and development of a mobile application as an aid for an introduction to programming class in C, for first year engineering students. One of the biggest problems in teaching programming, and in particular in C is the concept of memory allocation and pointers. To help visualizing these concepts we developed an application in the form of a video game that works on both Android and iOS devices. The paper is inspired Digital Game Based Learning (DGBL) pedagogical theory, studying the kind of learning that happens when playing computer and video games, how to use this medium as a tool for learning, and how to design games for learning. Research has shown benefits in using mobile applications to better engage students and help them learn at their own pace and levelWe did some preliminary performance testing on students from two different groups. One group of computer engineering students and another one of non-engineering majors, both groups learning to program, with no previous knowledge of programming, to evaluate the benefits of the application. The results of this test show that there is an improvement in the students understanding in C, and we also noted a very positive attitude of students toward using something as familiar to them as mobile phones to help them understand the material.

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Kickmeier-Rust, Michael D., Cord Hockemeyer, Dietrich Albert y Thomas Augustin. "Micro Adaptive, Non-invasive Knowledge Assessment in Educational Games". En 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.10.

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Peirce, Neil, Owen Conlan y Vincent Wade. "Adaptive Educational Games: Providing Non-invasive Personalised Learning Experiences". En 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.30.

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Guitart, Anna, Shi Hui Tan, Ana Fernández del Río, Pei Pei Chen y África Periáñez. "From non-paying to premium". En FDG '19: The Fourteenth International Conference on the Foundations of Digital Games. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3337722.3341855.

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