Uso de Mesa Tangível na Educação Inclusiva
Resumo
Mesas tangíveis podem ser utilizadas para fins educacionais com consideráveis vantagens, especialmente quando envolve crianças com deficiência intelectual ou autismo. Os principais problemas para sua utilização no ambiente educacional são a falta de equipamentos e softwares e a dificuldade de criação de recursos tangíveis, principalmente por professores que não dominam a lógica da programação. Este trabalho apresenta uma proposta de uso de mesa tangível de baixo custo na educação inclusiva, envolvendo uma especificação para construção da mesa tangível, um software para criação das atividades pelos próprios professores e os aspectos relacionados à formação de professores para a utilização desta tecnologia.
Palavras-chave:
mesa tangível, educação inclusiva, recursos educacionais, editor
Referências
Baldassarri, S.; Cerezo, E.; Beltrán, J. R. (2017) “Immertable: A Configurable and Customizable Tangible Tabletop for Audiovisual and Musical Control”, In: Proceedings of the XVIII International Conference on Human Computer Interaction (Interacción '17). ACM, New York, USA, Article 32, p. 1-8.
Baldassarri, S. et al. (2018) “Videogame-based Case Studies for Improving Communication and Attention in Children with ASD”, In: Proceedings of the XIX International Conference on Human Computer Interaction (Interacción 2018). ACM, New York, USA, Article 9, p. 1-8.
Bonillo, C. et al. (2016) “Tangible Activities for Children with Developmental Disorders”, In: Proceedings of the XVII International Conference on Human Computer Interaction (Interacción '16). ACM, New York, USA, Article 9, p. 1-2.
Bonillo, C. et al. (2019) “KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices”, Universal Access in the Information Society v. 19, p. 361-389.
Cerezo, E. et al. (2019) “Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder”, International Journal of Human Computer Studies, v. 126, p. 26-43.
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.
Eduba Editor (2020) “Eduba Editor”. Disponível em: https://nidaba.online. Acesso em: 30 jun. 2020.
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.
Gluz, J. et al. (2018) “Ambiente Virtual Tangível para Integração Sensorial no Ensino de Ciências numa Perspectiva Inclusiva”, Simpósio Brasileiro de Informática na Educação - SBIE, v. 29, n. 1, p. 545. DOI: 10.5753/cbie.sbie.2018.545.
Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. In ACM SIGGRAPH 2006 Sketches (SIGGRAPH '06). ACM, New York, USA, p. 91-es.
Jung, J. et al. (2013) “E-CORE (Embodied COgnitive REhabilitation): A cognitive rehabilitation system using tangible tabletop interface”. In: Pons J., Torricelli D., Pajaro M. (eds) Converging Clinical and Engineering Research on Neurorehabilitation. Biosystems & Biorobotics, v. 1. Springer, Berlin, Heidelberg.
Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. 2009. In Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces (ITS '09). ACM, New York, USA, p. 9-16.
Korozi, M. et al. (2018), “Designing an augmented tabletop game for children with cognitive disabilities: The "Home game" case”. British Journal of Educational Technology, 49, p. 701-716.
Marco, J.; Baldassarri, S.; Cerezo, E. (2013) “NIKVision: Developing a Tangible Application for and with Children”, J. UCS, v. 19, n. 15, p. 2266-2291.
Marco, J.; Cerezo, E.; Baldassarri, S. (2016) “Lowering the threshold and raising the ceiling of tangible expressiveness in hybrid board-games”, Multimedia Tools and Applications, v. 75, n. 1, p. 425-463.
Preuss, E. et al. (2019) “E-DUB-A: A Tangible Educational Resource Editor in Inclusive Classes”. In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), Maceió, Brazil, 2019, p. 303-307. DOI: 10.1109/ICALT.2019.00095.
Samsung Electronics (2011) “Samsung SUR40 for Microsoft Surface: User Manual”. Disponível em: http://downloadcenter.samsung.com/content/UM/201206/20120622172918410/BN46-00030A-Eng.pdf. Acesso em: 26 jun. 2020.
Schneider, B.; Blikstein, P.; Mackay, W. (2012) “Combinatorix: A Tangible User Interface That Supports Collaborative Learning of Probabilities". In Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces (ITS '12). ACM, New York, USA, p. 129-132.
Schöning, J. et al. (2010) “Building Interactive Multi-touch Surfaces”. In: Müller-Tomfelde, C. (Org.), Tabletops - Horizontal Interactive Displays, London, Springer London. p. 27-49.
Shaer, O.; Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in HCI, v. 3, n. 1-2, p. 1-137.
Ullmer, B.; Ishii, H. (2000) “Emerging frameworks for tangible user interfaces”, IBM Systems Journal, v. 39, n. 3-4, p. 915-930.
Vygotsky, L. S. Obras Escogidas V: Fundamentos de defectología. 1ª ed. Madrid, Antonio Machado, 2012.
Baldassarri, S. et al. (2018) “Videogame-based Case Studies for Improving Communication and Attention in Children with ASD”, In: Proceedings of the XIX International Conference on Human Computer Interaction (Interacción 2018). ACM, New York, USA, Article 9, p. 1-8.
Bonillo, C. et al. (2016) “Tangible Activities for Children with Developmental Disorders”, In: Proceedings of the XVII International Conference on Human Computer Interaction (Interacción '16). ACM, New York, USA, Article 9, p. 1-2.
Bonillo, C. et al. (2019) “KitVision toolkit: supporting the creation of cognitive activities for tangible tabletop devices”, Universal Access in the Information Society v. 19, p. 361-389.
Cerezo, E. et al. (2019) “Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder”, International Journal of Human Computer Studies, v. 126, p. 26-43.
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.
Eduba Editor (2020) “Eduba Editor”. Disponível em: https://nidaba.online. Acesso em: 30 jun. 2020.
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.
Gluz, J. et al. (2018) “Ambiente Virtual Tangível para Integração Sensorial no Ensino de Ciências numa Perspectiva Inclusiva”, Simpósio Brasileiro de Informática na Educação - SBIE, v. 29, n. 1, p. 545. DOI: 10.5753/cbie.sbie.2018.545.
Jordà, S. et al. (2006) “The reacTable: A Tangible Tabletop Musical Instrument and Collaborative Workbench”. In ACM SIGGRAPH 2006 Sketches (SIGGRAPH '06). ACM, New York, USA, p. 91-es.
Jung, J. et al. (2013) “E-CORE (Embodied COgnitive REhabilitation): A cognitive rehabilitation system using tangible tabletop interface”. In: Pons J., Torricelli D., Pajaro M. (eds) Converging Clinical and Engineering Research on Neurorehabilitation. Biosystems & Biorobotics, v. 1. Springer, Berlin, Heidelberg.
Kaltenbrunner, M. (2009) “reacTIVision and TUIO: A Tangible Tabletop Toolkit”. 2009. In Proceedings of the ACM International Conference on Interactive Tabletops and Surfaces (ITS '09). ACM, New York, USA, p. 9-16.
Korozi, M. et al. (2018), “Designing an augmented tabletop game for children with cognitive disabilities: The "Home game" case”. British Journal of Educational Technology, 49, p. 701-716.
Marco, J.; Baldassarri, S.; Cerezo, E. (2013) “NIKVision: Developing a Tangible Application for and with Children”, J. UCS, v. 19, n. 15, p. 2266-2291.
Marco, J.; Cerezo, E.; Baldassarri, S. (2016) “Lowering the threshold and raising the ceiling of tangible expressiveness in hybrid board-games”, Multimedia Tools and Applications, v. 75, n. 1, p. 425-463.
Preuss, E. et al. (2019) “E-DUB-A: A Tangible Educational Resource Editor in Inclusive Classes”. In: 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), Maceió, Brazil, 2019, p. 303-307. DOI: 10.1109/ICALT.2019.00095.
Samsung Electronics (2011) “Samsung SUR40 for Microsoft Surface: User Manual”. Disponível em: http://downloadcenter.samsung.com/content/UM/201206/20120622172918410/BN46-00030A-Eng.pdf. Acesso em: 26 jun. 2020.
Schneider, B.; Blikstein, P.; Mackay, W. (2012) “Combinatorix: A Tangible User Interface That Supports Collaborative Learning of Probabilities". In Proceedings of the 2012 ACM international conference on Interactive tabletops and surfaces (ITS '12). ACM, New York, USA, p. 129-132.
Schöning, J. et al. (2010) “Building Interactive Multi-touch Surfaces”. In: Müller-Tomfelde, C. (Org.), Tabletops - Horizontal Interactive Displays, London, Springer London. p. 27-49.
Shaer, O.; Hornecker, E. (2009) “Tangible User Interfaces: Past, present, and future directions”, Foundations and Trends in HCI, v. 3, n. 1-2, p. 1-137.
Ullmer, B.; Ishii, H. (2000) “Emerging frameworks for tangible user interfaces”, IBM Systems Journal, v. 39, n. 3-4, p. 915-930.
Vygotsky, L. S. Obras Escogidas V: Fundamentos de defectología. 1ª ed. Madrid, Antonio Machado, 2012.
Publicado
24/11/2020
Como Citar
PREUSS, Evandro; VIEIRA, Martha Barcellos; COUTINHO, Katia Soares; HENRIQUES, Renato Ventura Bayan; BALDASSARRI, Sandra.
Uso de Mesa Tangível na Educação Inclusiva. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 742-751.
DOI: https://doi.org/10.5753/cbie.sbie.2020.742.
