Desenvolvimento de um Sistema De Métricas Backend para Acompanhamento do Desenvolvimento de Habilidades Matemáticas em Crianças com Deficiência Intelectual através de Jogos Sérios
Resumo
Este trabalho consistiu no desenvolvimento de um sistema de gerenciamento de relatórios que possam ser utilizados por especialistas, para mensurar e acompanhar a evolução de crianças com deficiência intelectual durante o processo de treinamento e desenvolvimento de habilidades matemáticas utilizando jogos sérios. A implementação do sistema se da pelo backend utilizando técnicas de desenvolvimento de software e análise de dados, focando na técnica Tau-u. Neste estudo, após avaliar o desempenho de 11 estudantes frente aos parâmetros de noções espaciais e comparação de propriedades, foi possível observar a eficácia do sistema. Espera-se que, este trabalho, possa fornecer uma contribuição significativa para a educação inclusiva e o desenvolvimento de habilidades matemáticas.
Referências
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Braun, M. (2020). Accessibility of different natural user interfaces for people with intellectual disabilities. Journal of Enabling Technologies, 14(4):165–182.
Bulté, I. and Onghena, P. (2018). Interpreting kendall’s tau and tau-u for single-case experimental designs. Journal of Behavioral Education, 27(3):389–403.
Danielsson, H., Henry, L., Rönnberg, J., and Nilsson, L.-G. (2010). Executive functions in individuals with intellectual disability. Research in Developmental Disabilities, 31(6):1299–1304.
Deary, I., Penke, L., and Johnson, W. (2010). The neuroscience of human intelligence differences. Nat Rev Neurosci, 11:201–211.
Deutsch, C., Dube, W., and McIlvane, W. (2008). Attention deficits, attention-deficit hyperactivity disorder, and intellectual disabilities. Dev Disabil Res Revs, 14(4):285–292.
Dutra, T. C. (2021). Educational digital games and computational thinking for students with intellectual disabilities - guidelines for accessibility. In 2021 IEEE 21st International Conference on Advanced Learning Technologies (ICALT), pages 111–113.
Edgin, J., Pennington, B., and Mervis, C. (2010). Neuropsychological components of intellectual disability: the contributions of immediate, working, and associative memory. Journal of Intellectual Disability Research, 54(4):406–417.
EDUCAçãO, M. D. (2018). Base nacional comum curricular. brasília, brasil.
Gomes, S. and Mota, R. (2022). Desenvolvimento de um aplicativo para verificaçao do nível de matematica em crianças com deficíencia intelectual. Manuscrito em preparação.
Guralnick, M. J. (2016). Early intervention for children with intellectual disabilities: An update. Journal of Applied Research in Intellectual Disabilities, 30(2):211–229.
Parker, R., Vannest, K., and Davis, J. (2011a). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4):303–322.
Parker, R., Vannest, K., Davis, J., and Sauber, S. (2011b). Combining nonoverlap and trend for single-case research: Tau-u. Behavior Therapy, 42(2):284–299.
Rogers, S. J. and Dawson, G. (2014). Checklist curriculum do modelo denver de intervenção precoce para crianças pequenas com autismo.
Santos, P. (2017). How design features in digital math games support learning and mathematics connections. TechTrends, 61(4):335–340.
Saridaki, M. and Mourlas, C. (2014). Incorporating serious games in the classroom of students with intellectual disabilities and the role of the educator. International Journal of Serious Games, 1(2):27–36.
Schalock, R., Borthwick-Duffy, S., Bradley, V., Buntinx, W., Coulter, D., Craig, E., Gómez, S., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M., Spreat, S., Tassé, M., Thompson, J., Verdugo-Alonso, M., Wehmeyer, M., and Yeager, M. (2009). Intellectual Disability: Definition, Classification, and Systems of Supports. Eleventh Edition. American Association on Intellectual and Developmental Disabilities (AAIDD).
Vannest, K. and Ninci, J. (2015). Evaluating intervention effects in single-case research designs. Journal of Counseling & Development, 93(4):403–411.
Braun, M. (2020). Accessibility of different natural user interfaces for people with intellectual disabilities. Journal of Enabling Technologies, 14(4):165–182.
Bulté, I. and Onghena, P. (2018). Interpreting kendall’s tau and tau-u for single-case experimental designs. Journal of Behavioral Education, 27(3):389–403.
Danielsson, H., Henry, L., Rönnberg, J., and Nilsson, L.-G. (2010). Executive functions in individuals with intellectual disability. Research in Developmental Disabilities, 31(6):1299–1304.
Deary, I., Penke, L., and Johnson, W. (2010). The neuroscience of human intelligence differences. Nat Rev Neurosci, 11:201–211.
Deutsch, C., Dube, W., and McIlvane, W. (2008). Attention deficits, attention-deficit hyperactivity disorder, and intellectual disabilities. Dev Disabil Res Revs, 14(4):285–292.
Dutra, T. C. (2021). Educational digital games and computational thinking for students with intellectual disabilities - guidelines for accessibility. In 2021 IEEE 21st International Conference on Advanced Learning Technologies (ICALT), pages 111–113.
Edgin, J., Pennington, B., and Mervis, C. (2010). Neuropsychological components of intellectual disability: the contributions of immediate, working, and associative memory. Journal of Intellectual Disability Research, 54(4):406–417.
EDUCAçãO, M. D. (2018). Base nacional comum curricular. brasília, brasil.
Gomes, S. and Mota, R. (2022). Desenvolvimento de um aplicativo para verificaçao do nível de matematica em crianças com deficíencia intelectual. Manuscrito em preparação.
Guralnick, M. J. (2016). Early intervention for children with intellectual disabilities: An update. Journal of Applied Research in Intellectual Disabilities, 30(2):211–229.
Parker, R., Vannest, K., and Davis, J. (2011a). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4):303–322.
Parker, R., Vannest, K., Davis, J., and Sauber, S. (2011b). Combining nonoverlap and trend for single-case research: Tau-u. Behavior Therapy, 42(2):284–299.
Rogers, S. J. and Dawson, G. (2014). Checklist curriculum do modelo denver de intervenção precoce para crianças pequenas com autismo.
Santos, P. (2017). How design features in digital math games support learning and mathematics connections. TechTrends, 61(4):335–340.
Saridaki, M. and Mourlas, C. (2014). Incorporating serious games in the classroom of students with intellectual disabilities and the role of the educator. International Journal of Serious Games, 1(2):27–36.
Schalock, R., Borthwick-Duffy, S., Bradley, V., Buntinx, W., Coulter, D., Craig, E., Gómez, S., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M., Spreat, S., Tassé, M., Thompson, J., Verdugo-Alonso, M., Wehmeyer, M., and Yeager, M. (2009). Intellectual Disability: Definition, Classification, and Systems of Supports. Eleventh Edition. American Association on Intellectual and Developmental Disabilities (AAIDD).
Vannest, K. and Ninci, J. (2015). Evaluating intervention effects in single-case research designs. Journal of Counseling & Development, 93(4):403–411.
Publicado
06/11/2023
Como Citar
LARA, Matheus S.; MOTA, Rosilane R. da.
Desenvolvimento de um Sistema De Métricas Backend para Acompanhamento do Desenvolvimento de Habilidades Matemáticas em Crianças com Deficiência Intelectual através de Jogos Sérios. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 22. , 2023, Rio Grande/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
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p. 637-648.
DOI: https://doi.org/10.5753/sbgames_estendido.2023.236794.
