Ludic Activity Research Articles

UnlockArt: Cultural Mediation at the Museum Through an Augmented Reality Escape Room

In the context of a museum, cultural mediation facilitates access to the works of art for the visitors which not always share the culture the pieces of art come from. Tools and resources such as catalogs, guided tours, or the work of the curators are all part of the museum's cultural mediation, which highlights and informs the visitors of the works on display. In this case study we present the game design process and results of UnlockArt, a project developed as a cultural mediation tool at the Museo delle Culture (MUSEC) in Lugano, Switzerland. The project studied and applied the educational escape room format to enhance the museum experience for visitors, and to encourage the younger ones to approach the collection through a ludic activity. By the means of the Star Model (Botturi and Babazadeh, 2020), the project designed an educational escape room for the "JAPAN. Arts and Life. The Montgomery Collection" exhibition, a collection of Japanese objects from the period between the 12th and the 20th century. Educational escape rooms are a format that works well in class, but may be burdensome to apply in a museum, which intrinsically imposes many constraints. Players should be silent, the escape room should always be ready to be played and easy to be rebooted, and it should not impact the exhibition for visitors that wish not to engage in the experience. For this reason, we opted for an augmented reality educational escape room (AR EER) which can be played on tablets. Such approach only requires QR codes placed around the exhibition, which hide puzzles and hints tied to the works exhibited in the museum, and does not need any rebooting phase as the puzzles are to be solved in augmented reality.

Horror Video Games and the “Active-Passive” Debate

In Perron’s edited compendium of essays regarding horror video games subtitled Essays on the Fusion of Fear and Play (2009), much of the argumentation orbits debate regarding the definition and creation of the experience of horror compared between an ostensibly passive cinema reception (from whence the games take most of their conventions) and the ostensibly more active reception of ludological horror. As the argument goes, ludic activity creates greater identification with diegetic characters and therefore heightens the player’s experience of horror. But is this true, or is it a specious contention that does not really account for the complex mechanics of identification with characters in the ostensibly “passive” experience of cinema viewing, nor for the fact that lacking realism and “active” gameplay may actually compromise the experience of “transportation”?

TERMOBINGO: desenvolvimento e aplicação de jogo educativo como recurso facilitador na aprendizagem de entalpia de ligação

<p>The ludic is resource that has always helped educators in the development of the learners’ cognitive abilities. In the Chemistry Education, several papers were reported about the relevance of the ludic in the teaching and learning processes. This paper reported a class experience in the application of an educational game called “TERMOBINGO” (game that helps students to learn how to determine the reaction’s enthalpy by the bond enthalpies’), in a class of the 3rd year of High School. We noted that ludic activities act as motivation tool for teaching and learning processes in classroom and they also act as alternative method to decrease teaching and learning problems. In addition, the students realized how important was the knowledge about chemistry concepts in order to participate effectively in the ludic activity. Thus, through this work we understand the importance of the games’ use in the educational process, as an instrument that facilitates integration, sociability, stimulate the playful, and mainly learning.</p>

Testing of a Drawing Toy for Children with Blindness: The Kuwu Experience

Play is a fundamental activity in early childhood and a source of cognitive development. One ludic activity in early childhood is drawing, a semiotic activity in which children can build and transform symbols and meanings in a way to reflect their thoughts and emotions. However, drawing has a visual component that is a challenge for some children with blindness or visual impairment. This research aims to evaluate a prototype of a haptic pencil called Kuwu. Through user’s usability tests and expert heuristic inspection, we evaluated 10 children with blindness or visual impairments between 5 and 8 years old, from 2 schools of Santiago, Chile. Heuristics evaluation shows the minimalist design, ease, and flexibility of use of the pencil that allows children to draw independently. Usability testing is a foundational phase in any technological development, especially when creating from a universal design perspective.

Le attività ludiche di gruppo nelle RSA: L’importanza di comprenderne il potenziale educativo-terapeutico

Inside the many kinds of long-term facilities, educational-therapeutic structured activities are very often absent or considered ineffective. They are assigned a minor role and occasionally used during free time, for strictly recreational purposes. This article aims to describe my experience in the planification of an organized ludic activity specifically meant to promote and facilitate those educational processes that ultimately increase the wellbeing of elderly patients, and in the observation of subsequent developments. The presentation of these recreational opportunities, both during free time and during “standard” medical therapy, and the raise of the general awareness towards them can be enacted through positive experiences matured in a proper setting, overseen by either professional educators or aptly prepared operators.

Futsal químico

O presente trabalho tem como objetivo demonstrar a aplicação da interdisciplinaridade e da contextualização dentro das disciplinas de Química e Educação Física, no conteúdo de eletroquímica. A atividade ocorreu em uma turma do segundo ano do ensino médio regular, em uma escola pública na cidade de Coari-Amazonas, Brasil. O método utilizado apresentou uma abordagem qualitativa e quantitativa, utilizando cinco etapas distintas: questionário inicial, aula teórica, aula experimental, atividade lúdica interdisciplinar e questionário final. Utilizou-se a contextualização, a partir de materiais alternativos e a aplicação de um jogo denominado “Futsal das ligações químicas”, como uma ferramenta facilitadora para o ensino-aprendizagem. Por meio desta sequência metodológica, os alunos conseguiram aprender de forma significativa e prazerosa a aplicação do conteúdo de eletroquímica, e ainda puderam desenvolver a resistência física no esporte. Em acréscimo, os discentes puderam aproximar o conhecimento acerca dos conteúdos teóricos da prática, facilitando a compreensão e o entendimento da aplicação dos conteúdos de Química no cotidiano.

LUDIC ANATOMY PROMOTES LONG‐THERM KNOWLEDGE RETENTION

The project Ludic Anatomy is a learning and teaching tool used in the Medical, Pharmacology, Dentistry and Biology courses of the Federal University of Ceará. Concerning to the benefits of ludic activities, they make the teaching and learning process more dynamic and interesting, by stimulating the active studying of the muscular system and creating a playful method which is greatly different from the orthodox classes, they also have a positive influence in the memorizing development of anatomical terms. Considering the method of the ludic activity, the students used pins to mark and, then, identify fifty different muscles of the doll. Therefore, the objective of this study is to investigate if the use of toys in the anatomy’s learning and teaching process promotes long therm (6 months) knowledge retention. It was realized a descriptive exploratory study with quantitative approach with 61 medical students who participated of the project. To collect data, a semi‐structured questionnaire was applied at the time of activity and lasted six months. For statistical analysis, the Mann Whitney test was considered significant when presented the p<0,05. The mean age of the participants was 19,97 ± 0,46 for males and 19,74 ± 0,37 for females, there was not an important difference between the ages. A statistically significant difference was observed in the knowledge retention when compared the correct (7,69 ± 0,18) and wrong (1,30 ± 0,18) answers. A negative correlation (R −0,057) between the time spent studying and the numbers of questions right was observed. In conclusion, it was verified that the Ludic Anatomy promotes learning and the long‐therm knowledge retention. That project’s advantage demonstrates the importance of the ludic activity as an effective learning tool in the improvement of the traditional teaching of Anatomy.Support or Funding InformationCNPQ

As representações sociais da água de crianças e adolescentes de Joinville

O desenho é uma linguagem que expressa sentimentos e opiniões, revelando o que o seu autor pensa sobre determinada temática. A água e sua importância na vida do homem e da biodiversidade, a maneira como ela é utilizada são questões que vêm sendo discutidas no contexto escolar devido a sua grande influência na vida em sociedade. Este artigo pretende identificar as representações sociais da água pelas crianças e adolescentes de diferentes faixas etárias em Joinville/SC. Foram analisados 192 desenhos elaborados a partir do enunciado “desenhe tudo o que lhe vem em mente quando falamos a palavra ‘água’”. Neste sentido, primeiramente as imagens foram classificadas quanto aos elementos representados, somando um total de 1865 itens. Posteriormente, a abordagem foi dividida em seis temas, conforme o grau de incidência nas representações. A água como importante elemento para a vida do homem e da biodiversidade local; a chuva como elemento importante para o abastecimento de rios e cachoeiras; a água como recurso finito; a água como atividade lúdica e de momentos de lazer; poluição das águas. Os resultados denotaram uma visão utilitarista da água. As crianças e os adolescentes percebem a água mais como um bem de consumo, o que indica necessidade de abordagens que enfoquem a água como Patrimônio Comum da Humanidade.

Deporte y Trascendencia: el hombre, en busca de un sentido último (Sport and Transcendence: Man´s Search for Ultimate Meaning)

Although its practice requires sacrifice and struggle, sport is essentially a ludic activity by which human beings can cultivate their natural capacities, both corporal and spiritual. Moreover, rightly exercised or contemplated, sport is a great instrument to generate values and virtues of several types. Among them, the present study seeks to emphasize the spiritual or religious values that some documents of the Magisterium of the Catholic Church especially want to highlight. Such values, we seek to connect here with the human search for an ultimate meaning of life and the natural desire for happiness that can only be achieved, it seems, in a transcendent order. Regarding this full happiness, sport would be a kind of sign, foretaste or substitute.

Análisis descriptivo del juego como herramienta para aprender sobre el patrimonio cultural: estudio de caso

Previous studies have shown that play is one of the means of transmitting customs that are manifested in all human beings. Therefore, classrooms could be playful spaces for the transmission of knowledge and culture. Hence, this analysis aims to understand the influence of playful methodologies in the learning of culture in children and adolescents in two educational establishments, determining how teaching favors cultural development. The research is based on a quantitative approach of a descriptive hypothesis, with a sample of 80 students from two educational institutions in the city of Cuenca-Ecuador, for which a pre-test and post-test survey was applied to the ludic activity focused on culture. The results showed significant progress in the interest shown by children and adolescents in the use of games for teaching culture. Therefore, it is concluded that playful methodologies favor cultural learning in the classrooms, while their incorporation as formative didactics in the classroom.

A educação ambiental através da reutilização do óleo de cozinha na educação infantil

O trabalho apresenta uma iniciativa de Educação Ambiental realizada durante o segundo semestre de 2018, em uma Escola de Educação de Educação Infantil de Crissiumal-RS, envolvendo as turmas do Maternal I e Maternal II, professores e pais dos educandos na construção de conhecimentos ambientais relacionados ao óleo residual de cozinha e a sua utilização para a produção de sabão. O trabalho se insere na modalidade de pesquisa-ação, realiza sondagem dos conhecimentos dos sujeitos envolvidos e intervêm para uma mudança de atitude para promover o descarte correto do óleo residual de cozinha. Dentre as atividades realizadas estão a produção de um panfleto informativo, questionamento e atividade lúdica que realizam uma sondagem quanto ao descarte do óleo residual de cozinha, uma palestra e a produção do sabão como forma alternativa e sustentável de descarte. Os resultados mostraram os avanços nas concepções quanto ao descarte do óleo residual de cozinha e uma reformulação de ações voltadas a preservação do meio ambiente. A palestra e a produção de sabão mostraram-se essenciais para essa mudança de percepção e potencializaram a disseminação do conhecimento ambiental, que foi levado ao ambiente escolar e familiar, promovendo uma nova postura quanto ao descarte do óleo residual de cozinha.

APPLICATION OF LUDIC ACTIVITY FOR LEARNING OF CHEMICAL CONCEPTS: CASE STUDY

In this work are presented the results obtained during the application of the ludic activity on some chemical concepts. The ludic helps students to be motivated by learning during the teaching process. Thus, students are able to assimilate abstract chemical concepts more effectively using some differentiated activity of low cost and in the classroom itself. Not needing another physical space of the school for this activity. During the application of the same, colored styrofoam balls of different sizes were required to represent the different chemical elements present in the chemical structures presented to the students. This case study happened in the second half of 2014, that is, after the teacher of the discipline presented the programmatic contents in a traditional way for the students of the first high school series of the José Bonifácio State College, a school located in the municipality of Paranaguá, Paraná, Brazil. In the first class, before starting the ludic activity, a multiple-choice evaluation was applied to evaluate how much the students remembered the contents previously developed by the teacher of the discipline in a traditional way (Annex I). In the second class, the ludic activity was applied. In the third class, another evaluation was applied, with more difficulty in the questions, to detect the level of learning of the content worked in a ludic way (Annex II). From the results obtained, in the traditional teaching method, only 7.2% of the students evaluated were able to score above the average value of the questions. Already after the application of the ludic activity, 97.3% of the students surveyed achieved a set number above the average value of the questions. This fact demonstrated the methodological efficiency used, as well as the reality that differentiated activities really motivate learning, as well as allowing students to assimilate and store this knowledge for a longer period of time.

Computer games and the aggressiveness, aggression/aggressive behaviour of children and adolescents. A contribution to the psychopedagogical analysis of the problem

The article deals with the problem of (theoretical) dependencies between playing (aggressive) computer games and aggressiveness, aggression/aggressive behaviours of children and adolescents in the context of Albert Bandura's social learning theory and their empirical description based on a meta-analysis/analysis of existing (selected) research data of the topical problem (due to the available sources and the accepted logic of analysis this text is a contribution to the psychopedagogical analysis of the problem). The author starts from a brief discussion of the essence of the theory of social learning of Albert Bandura, then the problem of the role of ludic activity and computer games in the life of (contemporary) man is raised. Next, the problem of dependencies between computer games and aggressiveness, aggression/aggressive behaviours is outlined, and original theoretical models of dependencies between playing the (aggressive) computer games and other aggressive situations and aggressive behaviours are presented. At the end, meta-analysis/analysis of the existing data on the status of the (selected) research of the problem is presented and based on it the relevant final conclusions are drawn as a summary.

Análise didática de uma atividade lúdica sobre a "instabilidade nuclear"

Um dos grandes desafios para a inserção da Física Moderna e Contemporânea (FMC) no Ensino Médio (EM) perpassa pelas dificuldades docentes de ensinar seus conceitos, sem atribuir exclusividade à resolução de exercícios de livros didáticos. Contribuindo para superá-lo, o artigo evidencia aspectos didáticos que uma Atividade Lúdica sobre a “Instabilidade Nuclear” (ALIN) fornece para o ensino-aprendizagem de conceitos de FMC. A análise fundamenta-se na Teoria das Situações Didáticas (TSD). A ALIN é parte integrante de uma sequência de ensino-aprendizagem sobre a Radioatividade (SEAR), desenvolvida, operacionalizada e avaliada como fruto de pesquisa. A SEAR foi implementada por um professor de Física em sua turma de curso Técnico em Informática (nível médio), em um Instituto Federal de Educação Ciência e Tecnologia de uma cidade brasileira do Sul da Bahia. Os dados, incluindo as falas do professor e de 10 dos 25 estudantes, foram obtidos com o recurso da videografia, transcrição dos diálogos e registros de imagens fotográficas. O recorte é justificado por ser, sob a lente da TSD, o mais significativo. Ele evidenciou na ALIN os aspectos didáticos de caráter lúdico e de regras preconizadas por questões e comentários, associados aos conceitos da Radioatividade. Relacionados à concepção de contrato didático e seus elementos constituintes fundamentais, esses aspectos são considerados “cláusulas implícitas de um contrato didático”, que podem ser transferidas para desenvolver a ALIN em outros contextos de ensino. Os resultados denotam que a atividade é um instrumento em potencial que cria condições para o ensino da Radioatividade. Todavia, é necessário que professores e estudantes aceitem o desafio de realizá-la atentando para os sistemas de obrigações vinculados a relação didática. Consideramos que a atividade pode ajudar na reflexão de atitudes positivas durante o processo de ensino-aprendizagem de conceitos da FMC em ambientes reais de sala de aula.

Um jogo de tabuleiro humano para auxiliar a aprendizagem de geo- paleontologia na educação básica

O presente artigo traz a proposta de verificar dentro do ensino de ciências biológicas na educação básica (ensino Fundamental II e Médio) como é a associação entre os conteúdos da área de geopaleontologia com evolução e estudar se os discentes conseguem assimilar os conceitos teóricos aprendidos em sala de aula com os eventos/ fenômenos propriamente ocorridos há milhões de anos incluindo a este último o surgimento do planeta Terra. Analisar, através de uma atividade lúdica- um jogo de tabuleiro humano com perguntas e respostas, as frequentes dúvidas que surgirão durante esta atividade, esclarecendo-as. Ainda irá observar se o jogo trouxe algum aprendizado novo e o quanto isso foi aproveitado por eles.

Discourse Analysis and the teaching of Biochemistry: contextualized learning based on "alcoholic beverages" as generative theme

The World Health Organization classifies alcohol as a psychoactive substance capable of producing addiction, associated to various diseases and social problems. However, it is largely consumed in the various social strata by youngster which ultimately leads to its common practice. These individuals know little about the harms posed by excessive consumption of alcoholic beverages. In this scenario, education is a major promoter of change in this longstanding social behavior. This study aimed at promoting the consolidation of the teaching of Biology by using alcohol as generative themes for the development of contents in Biochemistry, as well as elaborating a methodology that will stimulate learning about ethanol metabolism. A research was carried out with 316 individuals in the age group 13-19, enrolled in four public High Schools in the Municipality of Campos dos Goytacazes/RJ. Prevalence of alcoholic beverages was identified among 72%, and beginning of such habit was found in the 13-15 age group motivated by curiosity or peer influence. Considering these data, an educational methodology was developed based on the concept of generative themes by Paulo Freire and structured by Delizoicov (2007). To verify the value of such methodology in Biochemistry classroom, data was collected by applying a questionnaire and images with texts produced by students. Several didactic resources designed by the authors were used, such as slide presentation and a roulette game named “Bioquimicados”. Critical analysis of texts written by students were carried out before and after the class using DTA. S tudents developed more grounded scientific concepts, making use of terms common in scientific language. This suggests that the use of the Generating Issue in a lesson based on problematization, and supported by a ludic activity, provided a meaningful contribution to improve the students' understanding of the scientific content. A non-traditional class promotes greater student motivation, resulting in meaningful learning.

POLÍTICAS PÚBLICAS E DIREITO DE BRINCAR DAS CRIANÇAS

A questão fundamental que colocamos para a reflexão neste texto é a de saber “porquê” e “como” é que as políticas públicas devem preocupar-se com o brincar das crianças. Procurámos dar-lhe uma resposta atendendo à progressiva institucionalização internacional dos direitos da criança, e às conclusões da investigação científica multidisciplinar sobre a importância da atividade lúdica. Tendo em conta, ainda, a ação de movimentos nacionais e internacionais que procuram atuar no sentido do bem-estar das crianças, incluindo o seu direito a brincar, fizemos uma breve síntese dos princípios básicos que devem orientar as políticas públicas, designadamente as que decorrem da iniciativa dos municípios.

Patterns and attributes in vulnerable children’s messy play

ABSTRACT‘Messy play’ is often viewed as a purely ludic play activity in early childhood settings, however, some professionals in therapeutic contexts have understood it as potentially significant for supporting young children who have experienced trauma. This article reports on a study that explored how young children who have experienced trauma may use their engagements in messy play to regulate and express their emotions. Children’s uses of messy play resources in a therapeutic environment were observed. The resources included sand, water, paint, playdough, gloop, gellybaff, clay, shredded paper and shaving foam. When the children used these resources, patterns, special attributes and transformative qualities in their interactions with them were captured. This revealed that the children used messy play as a conduit for communication. Findings from the study were identified as potentially useful for practitioners working in mainstream early childhood settings.

INTERDISCIPLINARIDADE E O CONTEXTO ESCOLAR: INVESTIGAÇÕES A PARTIR DE UMA ATIVIDADE LÚDICA DE INTERESSE DOS ESTUDANTES

The present study discusses the involvement of students and teachers in an interdisciplinary ludic activity. The main objective of the research presented is to investigate acceptance and participation of the school community in interdisciplinary activities involving acts of engagement and ludicity. The activity selected for the investigation was a competition of rockets made of plastic bottles, and pressurized by water and air. Math, Physics, Chemistry, and History were contents analyzed within interdisciplinarity. The subjects of the research were high school teachers from four public schools that are part of the Institutional Scholarship Program for Teacher Initiation (Pibid) - Physics subproject. Data were collected by semi-structured interviews that were audio recorded, which indicated as a result the feasibility of this type of activity, especially regarding the involvement of the school community.

Dyslipidemias as generating issue in Biochemistry classes

The traditional didactic model is based on the transmission of the teacher's encyclopedic knowledge. In this model, the teaching of Science aims at the transmission of dominant values, regarded as absolute truths. The teacher is seen is an expert on scientific contents who transmits them to students without motivating them, and without taking into consideration their previous ideas and life experience. This model contributes to the formation of professionals who accept those values uncritically. An effective approach to break up this traditional teaching model in Biochemistry is the use of a generating issue. A Generating Issue is the starting point to the knowledge construction process which, in turn, replaces traditional models. Thus, this study aimed at developing a lesson for a 12th grade class at IF Fluminense on the following content: alcohol, carboxylic acid, ester, and esterification reaction, using dyslipidemias as the Generating Issue. To verify the value of such methodology in Biochemistry classroom, data was collected by applying a questionnaire and images with texts produced by students. In addition, they had a class based on the methodology known as Three Pedagogical Moments, proposed by Delizoicov et al. (2007). Several didactic resources designed by the authors were used, such as slide presentation, tridimensional molecular models, and a roulette game named “Bioquimicados”, based on the Facebook game “Perguntados” ("Trivia Crack"). After this, students developed more grounded scientific concepts, making use of terms common in scientific language. This suggests that the use of the Generating Issue in a lesson based on problematization, and supported by a ludic activity, provided a meaningful contribution to improve the students' understanding of the scientific content. This type of non-traditional class promotes greater student motivation, resulting in meaningful learning.