Eunice P. dos Santos Nunes

Approaches of Participatory Design in the Design Process of a Serious Game to Assist in the Learning of Hospitalized Children

Although the literature shows initiatives of conception of serious game for the support learning of hospitalized children, generally, the design process stays on the draftsman responsibility, exclusively, being based on the initial requirements set-up. In this scenario, this article presents the design process of Three-Dimensional Virtual Environments (3D VEs), based on games, here considered as serious game, to assist in the learning of hospitalized children. The serious game is grounded in the Reference Model for conception of 3D Virtual Learning Environments (3D VLE) to assist hospitalized children [4] and counted on Participatory Design (PD) approaches. From the approaches of Contextual Inquiry (PD technique) with health professional, including the hospital class teacher, it was possible to identify the main needs and expectations related to the conception of a pedagogic, interactive and ludic tool that supports learning on children who stay long periods hospitalized. However, the serious game proposal can be extended to all the childish public interested in learning by means of serious games. In the next stage of PD process, we will apply the Mockups technique with the patient (children) using the prototype developed.

An approach to assessment of knowledge acquisition by using three-dimensional virtual learning environment

Virtual Reality (VR) systems are a trend in the educational field. We can observe in academic literature that VR applications are widely adopted as Three-Dimensional Virtual Learning Environments (3D VLEs) in different fields of knowledge. However, one of the discussions highlighted in this context refers to the contribution that these environments really offer for student knowledge acquisition. In this scenario, this paper presents the results obtained from an experimental study conducted with high school students interested in learning Plane and Spatial Geometry. The volunteers explored the 3D VLE applied in the experiment, in which it is possible to create and visualize spatial figures from selected plane figures. The interactions in the virtual environment were registered for statistic analysis of the interaction level of participants. To assess the level of knowledge acquisition, a Theoretical Model for Assessment of Knowledge Acquisition was applied The results of the experiment conducted in this research indicated that it is possible to evaluate learning in 3D VLE by applying the Model abovementioned and showed that participants gained knowledge about the object of study using the 3D VLE learning method. Thus, it was possible to verify if the 3D VLEs are really contributing to the learners knowledge acquisition.

Sistema de Coleta de Dados para Avaliação da Aprendizagem em Ambientes Virtuais de Aprendizagem Tridimensionais

Virtual Reality and Augmented Reality technologies favor the development of more interactive and immersive human-computer interfaces. These interfaces have increased the interest of researchers to define Three- Dimensional (3D) Virtual Learning Environments (VLEs) in different contexts, but collect data to assess the learning by using these environments is still a challenge. This paper presents the Learning Assessment System (LASp) which includes instruments to diagnostic assessment and records the user interactions in the virtual environment. By analyzing the collected data the evaluator can measure how and how much 3D VLEs collaborate with the process of knowledge acquisition. The results showed that the LASp is efficient to facilitate the data collection and allows monitoring interactions that occur automatically, without interfering in the application source code. Resumo. As tecnologias de Realidade Virtual e Realidade Aumentada favorecem o desenvolvimento de interfaces humano-computador mais interativas e imersivas. Tais interfaces tem aumentado o interesse dos pesquisadores em conceber Ambientes Virtuais de Aprendizagem Tridimensionais (AVAs 3D) em diferentes contextos, mas coletar dados para avaliar o aprendizado usando esses ambientes ainda e um desafio. Este artigo apresenta o Sistema de Avaliacao de Aprendizagem (SAAp), que inclui instrumentos para avaliacao diagnostica e registro das interacoes do usuario no ambiente virtual. Ao analisar os dados coletados, o avaliador pode medir como e quanto os AVAs 3D colaboram com o processo de aquisicao de conhecimento. Os resultados mostraram que o SAAp e eficiente para facilitar a coleta de dados e permite monitorar as interacoes que ocorrem automaticamente, sem interferir no codigo fonte da aplicacao. 1. Introducao

Mobile serious game proposal for environmental awareness of children

One of the many difficulties faced in cities include the accumulation of waste in streets, sidewalks, public squares, causing major environmental problems. This is not only due to lack of public policies and urban infrastructure, but also lack of citizen participation. Given this scenario, there is a crucial need to educate the people, especially children, who represent the future of society. This study presents a mobile serious game proposal, called “Protecting the Earth”, about selective waste collection, recycling, reduction of waste production and waste reuse in different game stages with focuses in childish public. The methodology adopted included Systematic Review; application of Participatory Design methods, such as the Context Inquiry technique; specification of functional and non-functional requirements and the study of technologies appropriate for developing the project. Experiments were conducted with children aiming to assess the proposed tools interface. The results obtained by means of usability testing with users showed the need for adjustments in the interface in order to achieve greater accessibility and user satisfaction, and were met immediately. The next step is to perform learning evaluation experiments in order to verify if the proposed serious game is collaborating to acquire user knowledge about the study object (Environmental Education).

Participatory design for the development of inclusive educational technologies: A systematic review

Computer technology offers huge potential for assisting People with Disabilities (PwD), whether in daily activities, rehabilitation, or educational processes. However, we observed in literature that High Assistive Technologies (HATs) must be customized for each PwD, since a technology that works for one does not always work for another. In this scenario, the Participatory Design (PD) approach proves adequately to produce customized HATs for PwD teaching and learning. Using PD approach, this paper discusses the adaptation of PD4CAT method, including the educational stakeholders in the process. This adaptation is based on results of the Systematic Review, from which derive methods, technics and technologies to support the development of educational technologies for PwD, including the user from the very beginning of the design process. The method was validated by a case study that involved a child with cerebral palsy, caregivers, therapists and educators. Therefore, an educational assistive technology was developed to support the child in the literacy process. Its intended, this way, to enable that HATS in educational context, as on the Computer Science and Engineering learning, can be developed in a participatory way and including educators on the design process, in order to facilitate the PwD learning in several knowledge areas.

Measuring Knowledge Acquisition in 3D Virtual Learning Environments

Virtual environments can contribute to the effective learning of various subjects for people of all ages. Consequently, they assist in reducing the cost of maintaining physical structures of teaching, such as laboratories and classrooms. However, the measurement of how learners acquire knowledge in such environments is still incipient in the literature. This article presents a method to evaluate the knowledge acquisition in 3D virtual learning environments (3D VLEs) by using the learners interactions in the VLE. Three experiments were conducted that demonstrate the viability of using this method and its computational implementation. The results suggest that it is possible to automatically assess learning in predetermined contexts and that some types of user interactions in 3D VLEs are correlated with the users learning differential.

Three-Dimensional Virtual Environments That Support Hospitalized Children's Learning: A Systematic Review

Virtual Reality (VR) and Augmented Reality (RA) systems are found in large-scale three-dimensional virtual training systems in various fields of knowledge, especially in health care. In the context of hospitals, Three-Dimensional Virtual Environments (3D VEs) can collaborate to knowledge acquisition of children who remain hospitalized for long periods, away from the school environment and from the interaction with teachers and classmates. Thus, the main goal of this paper is to present results of a Systematic Review (SR), which seeks to identify the application of 3D VEs to support hospitalized childrens learning process, besides identifying which interaction strategies have been used and which human factors have been explored in such environments. The results allowed researchers to formulate hypotheses based on the human factors and interaction strategies identified, and to specify a Preliminary Reference Model to support the development of Three-Dimensional Virtual Learning Environments (3D VLEs) to assist the hospitalized children.

Interaction Techniques to Promote Accessibility in Games for Touchscreen Mobile Devices: A Systematic Review

Games for touchscreen mobile devices have become a part of popular culture, reaching beyond the limits of entertainment. However, while touchscreen devices have become one of the most far-reaching gaming platforms, there are very few studies that consider accessibility issues for People with Disabilities (PwD). In this scenario, this work presents the results of a Systematic Review (SR), which allowed to identify interaction techniques/strategies that are being applied in touchscreen devices, in order to promote accessibility of motor-coordination PwD. From the results of the SR, not only interaction techniques that promote accessibility were identified, but also low-cost and short development time adjustment parameters that can improve the interaction of motor-coordination PwD in 3D VEs. We noticed that promoting accessibility adjustments to meet different player profiles considering their limitations in motor coordination can be a differential in the player’s experience.

Inclusive Toys for Rehabilitation of Children with Disability: A Systematic Review

Playing is part of children’s daily life and it is an important aspect of their development because it promotes not only entertainment, but also influences the psychological, physiological and social development of children. The playful aspect of the toys awakens other interests in Children with Disabilities (CwD), encouraging them to set aside their limitations. However, they are often prevented from playing because the toys are not accessible. Studies also show that the adoption of accessible toys can be an effective resource in CwD rehabilitation treatment. Thus, this work presents the results of a Systematic Review that investigated methods, techniques and interaction strategies used for coeiving and/or adapting accessible toys for CwD. In the context of this research, accessible and interactive toys are named Inclusive Toys (IT). The results of this SR allowed researchers to formulate hypotheses from the interaction and automation resources identified, to specify a model for the conception and design of IT supported by PD techniques.

TRADIN: A Method for Transparent, Dynamic and Integrated Publication of Information

Government transparency has been a growing priority in the public sector. However, we observe that academic literature presents limitations in publishing information that considers citizens interests, can be reused, is frequently updated, follows laws and principles of open data, and provides a collaborative environment in which society can participate. In this scenario, this article presents the TRADIN (Transparent, Dynamic and Integrated Publication of Information) Method, which integrates multiple sources of government agencies internal information systems, so as to provide open data transparently, quickly and safely. In order to measure the reach and efficiency of the method and thus validate it, we carried out experiments with prospective scenarios. These experiments allowed us to validate the method in relation to data integration and dynamism. The results were satisfactory and met our objectives. The TRADIN method was thus established as an alternative intermediary with high scalability for information exchange, not only among government agencies and society, but also for information exchange between several websites.1