Nidaba: Plataforma Digital para Produção de Recursos Educacionais Inclusivos Baseados em Mesa Tangível
Resumo
O uso de interfaces tangíveis para fins educacionais apresenta consideráveis vantagens e pode proporcionar um incremento no engajamento e motivação dos estudantes, além de ser um recurso de tecnologia assistiva adequado para a educação inclusiva. Este trabalho apresenta uma proposta para uso de mesa tangível na educação inclusiva, juntamente com uma ferramenta de autoria para a construção de aplicações educacionais, bem como a plataforma necessária para sua execução. Esta plataforma pode ser utilizada como um instrumento de mediação tecnológica, de forma interativa e intuitiva por educadores e estudantes, para o desenvolvimento e utilização de atividades pedagógicas num contexto inclusivo.
Palavras-chave:
Mesa tangível, educação inclusiva, tecnologia assistiva, ferramenta de autoria
Referências
Artola, V. et al. (2015). “Authoring tool for creating tangible interaction-based educational activities”. Journal of Computer Science & Technology, 15(2).
Bonillo, C. and Baldassarri, S. et al. (2019) "Tackling developmental delays with therapeutic activities based on tangible tabletops", Universal Access in the Information Society, v. 18, n. 1, p. 31–47. DOI: 10.1007/s10209-017-0582-4.
Bonillo, C. et al. (2019) "KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices", Universal Access in the Information Society. DOI: 10.1007/s10209-019-00644-3.
Brooke, J. (1996) “SUS-A quick and dirty usability scale”. In: JORDAN, P. W., THOMAS, B., MCCLELLAND, I. L. et al. (Org.), Usability evaluation in industry, [S.l.], CRC Press, p. 189–194.
Chen, J. et al. (2019) “A pilot study on evaluating children with autism spectrum disorder using computer games”, Computers in Human Behavior, v. 90, p. 204–214.
Falcão, T. P. (2018) “Feedback and Guidance to Support Children with Intellectual Disabilities in Discovery Learning with a Tangible Interactive Tabletop”, ACM Trans. Access. Comput., v. 11, n. 3, p. 16:1-16:28, set. 2018. DOI: 10.1145/3226114.
Falcão, T. P. and Dackermann, T. et al. (2018) “Tangible Tens: Evaluating a Training of Basic Numerical Competencies with an Interactive Tabletop”. 2018. event-place: Montreal QC, Canada. Anais [...] New York, NY, USA, ACM, p. 551:1-551:12. DOI: 10.1145/3173574.3174125.
Hodaie, Z., Haladjian, J. and Brügge, B. (2019) “ISAR: An Authoring System for Interactive Tabletops”. event-place: Daejeon, Republic of Korea. Anais [...] New York, NY, USA, Association for Computing Machinery, 2019. p. 355–360. DOI: 10.1145/3343055.3360751.
Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. event-place: Boston, Massachusetts. Anais [...] New York, NY, USA, ACM. DOI: 10.1145/1179849.1179963.
Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. event-place: Banff, Alberta, Canada. Anais [...] New York, NY, USA, ACM, 2009. p. 9–16. DOI: 10.1145/1731903.1731906.
Kubicki, S. et al. (2016) “Using a Tangible Interactive Tabletop to Learn at School: Empirical Studies in the Wild”. event-place: Fribourg, Switzerland. Anais [...] New York, NY, USA, ACM, p. 155–166. DOI: 10.1145/3004107.3004120.
Lima, R. P. et al. “Asistranto: An Assistive Educational Platform for Promotion of Interest in Autistic Children”, Procedia Computer Science, v. 160, p. 385–393, 2019. DOI: https://doi.org/10.1016/j.procs.2019.11.076.
Marco, J. et al. (2010) “Let the experts talk: An experience of tangible game design with children”, Interactions, v. 17, n. 1, p. 58–61, 2010. DOI: 10.1145/1649475.1649490.
Marco, J., Cerezo, E. and Baldassarri, S. (2012) “ToyVision: A toolkit for prototyping tabletop tangible games". In: EICS’12 - Proceedings of the 2012 ACM SIGCHI Symposium on Engineering Interactive Computing Systems, 2012. Anais [...] [S.l: s.n.], p. 71–80. DOI: 10.1145/2305484.2305498.
Mcauley, E., Duncan and T., Tammen, V. V. (1989) “Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis”, Research Quarterly for Exercise and Sport, v. 60, n. 1, p. 48–58, 1 mar. 1989. DOI: 10.1080/02701367.1989.10607413.
Preuss, E. et al. (2020) “Uso de Mesa Tangível na Educação Inclusiva”. event-place: Online. Anais [...] Natal, RN, Brasil, SBC, 2020. p. 742–751. DOI: 10.5753/cbie.sbie.2020.742.
Retamal, A. M. (2014) “FDD - Feature-Driven Development”. In: Prikladnicki, R., Willi, R., Milani, F. (Org.), Métodos Ágeis para Desenvolvimento de Software, Porto Alegre, Bookman, 2014. p. 66–101.
Shaer, O. and Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in Human-Computer Interaction, v. 3, n. 1–2, p. 1–137, 2009. DOI: 10.1561/1100000026.
Vieira, M. B. (2018) “Alegria e frustração: um estudo sobre os estados afetivos em crianças com TEA na mediação com interfaces tangíveis”. Tese (Doutorado em Informática na Educação) – Universidade Federal do Rio Grande do Sul - UFRGS, Porto Alegre.
Bonillo, C. and Baldassarri, S. et al. (2019) "Tackling developmental delays with therapeutic activities based on tangible tabletops", Universal Access in the Information Society, v. 18, n. 1, p. 31–47. DOI: 10.1007/s10209-017-0582-4.
Bonillo, C. et al. (2019) "KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices", Universal Access in the Information Society. DOI: 10.1007/s10209-019-00644-3.
Brooke, J. (1996) “SUS-A quick and dirty usability scale”. In: JORDAN, P. W., THOMAS, B., MCCLELLAND, I. L. et al. (Org.), Usability evaluation in industry, [S.l.], CRC Press, p. 189–194.
Chen, J. et al. (2019) “A pilot study on evaluating children with autism spectrum disorder using computer games”, Computers in Human Behavior, v. 90, p. 204–214.
Falcão, T. P. (2018) “Feedback and Guidance to Support Children with Intellectual Disabilities in Discovery Learning with a Tangible Interactive Tabletop”, ACM Trans. Access. Comput., v. 11, n. 3, p. 16:1-16:28, set. 2018. DOI: 10.1145/3226114.
Falcão, T. P. and Dackermann, T. et al. (2018) “Tangible Tens: Evaluating a Training of Basic Numerical Competencies with an Interactive Tabletop”. 2018. event-place: Montreal QC, Canada. Anais [...] New York, NY, USA, ACM, p. 551:1-551:12. DOI: 10.1145/3173574.3174125.
Hodaie, Z., Haladjian, J. and Brügge, B. (2019) “ISAR: An Authoring System for Interactive Tabletops”. event-place: Daejeon, Republic of Korea. Anais [...] New York, NY, USA, Association for Computing Machinery, 2019. p. 355–360. DOI: 10.1145/3343055.3360751.
Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. event-place: Boston, Massachusetts. Anais [...] New York, NY, USA, ACM. DOI: 10.1145/1179849.1179963.
Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. event-place: Banff, Alberta, Canada. Anais [...] New York, NY, USA, ACM, 2009. p. 9–16. DOI: 10.1145/1731903.1731906.
Kubicki, S. et al. (2016) “Using a Tangible Interactive Tabletop to Learn at School: Empirical Studies in the Wild”. event-place: Fribourg, Switzerland. Anais [...] New York, NY, USA, ACM, p. 155–166. DOI: 10.1145/3004107.3004120.
Lima, R. P. et al. “Asistranto: An Assistive Educational Platform for Promotion of Interest in Autistic Children”, Procedia Computer Science, v. 160, p. 385–393, 2019. DOI: https://doi.org/10.1016/j.procs.2019.11.076.
Marco, J. et al. (2010) “Let the experts talk: An experience of tangible game design with children”, Interactions, v. 17, n. 1, p. 58–61, 2010. DOI: 10.1145/1649475.1649490.
Marco, J., Cerezo, E. and Baldassarri, S. (2012) “ToyVision: A toolkit for prototyping tabletop tangible games". In: EICS’12 - Proceedings of the 2012 ACM SIGCHI Symposium on Engineering Interactive Computing Systems, 2012. Anais [...] [S.l: s.n.], p. 71–80. DOI: 10.1145/2305484.2305498.
Mcauley, E., Duncan and T., Tammen, V. V. (1989) “Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis”, Research Quarterly for Exercise and Sport, v. 60, n. 1, p. 48–58, 1 mar. 1989. DOI: 10.1080/02701367.1989.10607413.
Preuss, E. et al. (2020) “Uso de Mesa Tangível na Educação Inclusiva”. event-place: Online. Anais [...] Natal, RN, Brasil, SBC, 2020. p. 742–751. DOI: 10.5753/cbie.sbie.2020.742.
Retamal, A. M. (2014) “FDD - Feature-Driven Development”. In: Prikladnicki, R., Willi, R., Milani, F. (Org.), Métodos Ágeis para Desenvolvimento de Software, Porto Alegre, Bookman, 2014. p. 66–101.
Shaer, O. and Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in Human-Computer Interaction, v. 3, n. 1–2, p. 1–137, 2009. DOI: 10.1561/1100000026.
Vieira, M. B. (2018) “Alegria e frustração: um estudo sobre os estados afetivos em crianças com TEA na mediação com interfaces tangíveis”. Tese (Doutorado em Informática na Educação) – Universidade Federal do Rio Grande do Sul - UFRGS, Porto Alegre.
Publicado
16/11/2022
Como Citar
PREUSS, Evandro; HENRIQUES, Renato Ventura Bayan; BALDASSARRI, Sandra.
Nidaba: Plataforma Digital para Produção de Recursos Educacionais Inclusivos Baseados em Mesa Tangível. In: CONCURSO ALEXANDRE DIRENE (CTD-IE) - TESES DE DOUTORADO - CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (CBIE), 11. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 01-10.
DOI: https://doi.org/10.5753/cbie_estendido.2022.226293.
