Videojogo e o jogo psicomotor na aprendizagem da Matemática em crianças com Necessidades Educativas Específicas
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2024
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O Presente trabalho de investigação explora o potencial da aprendizagem baseada em jogos. Foi criada uma intervenção em contexto escolar, com alunos com Perturbação do Espetro Autista (PEA) e/ou Discalculia no Ensino Básico em Portugal – 5 escolas. O método misto foi utilizado. Realizaram-se 12 sessões - uma vez por semana/45 minutos – com dois momentos distintos: 1º momento: utilização do jogo digital “Planeta perigo: Uma aventura espacial!” - jogo educativo que visa a aprendizagem das primeiras competências matemáticas, criado num contexto de investigação [PTDC/COM-CSS/32022/2017]; 2º momento: realização do jogo psicomotor - com transposição do jogo digital para jogo motor. Este projeto visa o desenvolvimento: da aquisição das primeiras matemáticas, das competências relacionais/sociais e da psicomotricidade global. A amostra é de 19 participantes: 12 meninos, 9 com Perturbação do Espetro do Autismo (PEA) e 3 com Discalculia; 7 meninas, 2 com PEA e 5 com Discalculia, com média de idade M = 8,52 e DP=1,98. A partir dos resultados: 84% têm computador, 15,80% jogam no computador; 73,70% têm Tablet e 68,40% jogam no Tablet; 26,3% têm telemóveis e 47,40% jogam no telemóvel. Os jogos mais jogados pelos alunos são: GRID (60,00%) no computador, jogam Human Body (46,20%) no Tablet e Minecraft (55,60%) no telemóvel. Da amostra não existiram diferenças ao nível do perfil psicomotor. As verbalizações registadas face à experiência de jogo psicomotor foram 102. No jogo psicomotor: conseguiram realizar a transposição do jogo digital para jogo psicomotor 76,70% da amostra. Foram obtidas 165 verbalizações na experiência do videojogo. Dos resultados Baseline/Endline: dos 19 alunos da amostra, doze (12) estiveram mais envolvidos no Jogo Psicomotor e sete (7) estiveram com maior fluxo no digital; Catorze (14) alunos apresentaram melhorias ao nível da comunicação e interação social; Onze (11) alunos apresentaram melhorias, ao nível da linguagem expressiva; Catorze (14) alunos apresentaram melhorias, ao nível da linguagem expressiva. Dos resultados da avaliação Baseline/Endline das Competências Matemáticas (CM), concluiu-se que: 14 alunos melhoraram as suas CM, 5 alunos, mantiveram os resultados. Ao nível dos Padrões comportamentais apenas 2 alunos apresentaram comportamento atípico. Dos 19 alunos da amostra, doze (12) estiveram mais envolvidos no Jogo Psicomotor e sete (7) estiveram com maior fluxo no digital. PALAVRAS-CHAVE: Aprendizagem baseada em jogos; Educação Especial; Crianças; Perturbação do Espetro do Autismo (PEA); Discalculia.
This research work explores the potential of game-based learning. An intervention was created in a school context, with students with Autism Spectrum Disorder (ASD) and/or Dyscalculia in Basic Education in Portugal – 5 schools. The mixed method was used. 12 sessions were held - once a week/45 minutes - with two distinct moments: 1st moment: use of the digital game “Planet Danger: A Space Adventure!” - educational game aimed at learning the first mathematical skills, created in a research context [PTDC/COMCSS/32022/2017]; 2nd moment: carrying out the psychomotor game - with transposition of the digital game to a motor game. This project aims to develop: the acquisition of the first mathematics, communicational/social skills and global psychomotor skills. The sample consists of 19 participants: 12 boys, 9 with Autism Spectrum Disorder (ASD) and 3 with Dyscalculia; 7 girls, 2 with ASD and 5 with Dyscalculia, with a mean age of M = 8.52 and SD = 1.98. From the results: 84% have a computer, 15.80% play on the computer; 73.70% have a Tablet and 68.40% play on a Tablet; 26.3% have cell phones and 47.40% play on their cell phones. The games most played by students are: GRID (60.00%) on the computer, they play Human Body (46.20%) on the Tablet and Minecraft (55.60%) on the cell phone. There were no differences in the sample in terms of psychomotor profile. There were 102 verbalizations recorded regarding the psychomotor game experience. In the psychomotor game: 76.70% of the sample managed to transpose the digital game into a psychomotor game. 165 verbalizations were obtained in the experience – video game. From the results Baseline/Endline: of the 19 students in the sample, twelve (12) were more involved in the Psychomotor Game and seven (7) were more involved in the digital game. Fourteen (14) students showed improvements in terms of communication and social interaction; Eleven (11) students showed improvements in terms of expressive language; Fourteen (14) students showed improvements in terms of expressive language. From the results of the Baseline/Endline assessment of Mathematical Skills (CM), it was concluded that: 14 students improved their CM, 5 students maintained their results. At the level of Behavioral Standards, only 2 students showed atypical behavior. Of the 19 students in the sample, twelve (12) were more involved in the Psychomotor Game and seven (7) were more involved in the digital game. KEYWORDS: Game-based learning; Special Education; Children; Autism Spectrum Disorder (ASD); Dyscalculia
This research work explores the potential of game-based learning. An intervention was created in a school context, with students with Autism Spectrum Disorder (ASD) and/or Dyscalculia in Basic Education in Portugal – 5 schools. The mixed method was used. 12 sessions were held - once a week/45 minutes - with two distinct moments: 1st moment: use of the digital game “Planet Danger: A Space Adventure!” - educational game aimed at learning the first mathematical skills, created in a research context [PTDC/COMCSS/32022/2017]; 2nd moment: carrying out the psychomotor game - with transposition of the digital game to a motor game. This project aims to develop: the acquisition of the first mathematics, communicational/social skills and global psychomotor skills. The sample consists of 19 participants: 12 boys, 9 with Autism Spectrum Disorder (ASD) and 3 with Dyscalculia; 7 girls, 2 with ASD and 5 with Dyscalculia, with a mean age of M = 8.52 and SD = 1.98. From the results: 84% have a computer, 15.80% play on the computer; 73.70% have a Tablet and 68.40% play on a Tablet; 26.3% have cell phones and 47.40% play on their cell phones. The games most played by students are: GRID (60.00%) on the computer, they play Human Body (46.20%) on the Tablet and Minecraft (55.60%) on the cell phone. There were no differences in the sample in terms of psychomotor profile. There were 102 verbalizations recorded regarding the psychomotor game experience. In the psychomotor game: 76.70% of the sample managed to transpose the digital game into a psychomotor game. 165 verbalizations were obtained in the experience – video game. From the results Baseline/Endline: of the 19 students in the sample, twelve (12) were more involved in the Psychomotor Game and seven (7) were more involved in the digital game. Fourteen (14) students showed improvements in terms of communication and social interaction; Eleven (11) students showed improvements in terms of expressive language; Fourteen (14) students showed improvements in terms of expressive language. From the results of the Baseline/Endline assessment of Mathematical Skills (CM), it was concluded that: 14 students improved their CM, 5 students maintained their results. At the level of Behavioral Standards, only 2 students showed atypical behavior. Of the 19 students in the sample, twelve (12) were more involved in the Psychomotor Game and seven (7) were more involved in the digital game. KEYWORDS: Game-based learning; Special Education; Children; Autism Spectrum Disorder (ASD); Dyscalculia
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COMMUNICATION, LEARNING, GAMES, SPECIAL EDUCATION, AUTISM, CHILDREN, DYSCALCULIA, DOUTORAMENTO EM CIÊNCIAS DA COMUNICAÇÃO, COMUNICAÇÃO, APRENDIZAGEM, JOGOS, EDUCAÇÃO ESPECIAL, AUTISMO, CRIANÇAS, DISCALCULIA, Doutoramento em Ciências da Comunicação