doctoralThesis
Game criativo: desenvolvendo habilidades de pensamento computacional, leitura e escrita através da criação de jogos
Fecha
2021-01-22Registro en:
FERNANDES, Kleber Tavares. Game criativo: desenvolvendo habilidades de pensamento computacional, leitura e escrita através da criação de jogos. 2021. 325f. Tese (Doutorado em Ciência da Computação) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Fernandes, Kleber Tavares
Resumen
The initiatives that promote the development of computational thinking in basic education
are still insufficient. Historically, the results of evaluations in this same segment have shown
deficiencies in the learning of mathematics and the Portuguese language. There are
researches that present technological solutions that prioritize solving math problems.
However, when it comes to textual production (Portuguese language), few are presented.
One of the strategies that can contribute to the development of computational thinking and
the ability to produce texts is the use of digital games. These are increasingly part of our
daily lives and are also considered as teaching and learning tools. However, its production
and documentation is a very complex task that requires programming skills and knowledge
from various areas. This has hampered the development of digital games in the classroom.
An approach to creating games from natural language, in which the fundamentals of
computing are learned in a playful way, shows itself as an alternative for adopting gamebased learning. In this context, this work presents an approach that proposes the
specification and creation of digital games from texts produced by students, favoring the
development of computational thinking, reading and writing skills in the classroom. It uses
the hypothetical deductive method, being characterized as applied in nature. It is also
classified as explanatory, since it proposes an approach for specifying and creating digital
games examining its applicability, effectiveness and main benefits. The evaluation of the
approach was carried out through a case study with students from the 5th year of
elementary school who, due to the COVID-19 Pandemic period, tried the approach through
remote teaching. The results from the studies show that the proposed approach is applicable
to its context in person, remote or hybrid. They point to an improvement in the development
of computational thinking skills, as well as motivating textual production, promoting
students' reading and writing skills.