Technology adoption through games at Rio de Janeiro State: improving students’ digital aptitude

Authors

DOI:

https://doi.org/10.5753/jis.2022.2686

Keywords:

Technology Adoption, Games, Digital Culture, Digital Literacy

Abstract

Factors impacting technology adoption encompass technical, organizational, and human issues. This paper shows two projects that aim to develop students’ digital aptitude by promoting a culture change from a game prejudiced environment into a habitat of technology-prone users. The first project, Ti-Games Maricá, took place three years ago, encompassing 50 schools in Maricá, in the State of Rio de Janeiro, and consisted of a school versus school game tournament, a series of workshops, talks, and other activities involving games. The research’s main goal was to observe the impact of games in schools on increasing students’ self-esteem and professional perspectives in technological fields. Another goal was to improve the use of technology in schools beyond administrative tools, attending to one of BNCC’s recommendations. Based on the massive popularity of electronic games as a hobby for young Brazilians perceived in this previous project, the EducaTech-RJ project, on the other hand, consists of workshops that involve students on the theme “culture and digital literacy with a focus on computer games.” The target audience is all the secondary schools of Rio de Janeiro State, engaging 1231 schools. The project aims to increase student's awareness of the possibilities of adopting, manipulating, and creating technology. The workshops are also an opportunity to collect data about technology adoption and envision technology as an educational tool in schools.

Downloads

Download data is not yet available.

References

Atlantico. 2020. Latin America digital transformation. [link]

Boller, Sharon; Kapp, K. 2018. Jogar para aprender: tudo o que você precisa saber sobre o design de jogos de aprendizagem eficazes. [s.l.] Dvs editora.

Brasil. Base nacional comum curricular. 2021. Disponível em: [link]. Acesso em: 11 jan. 2022.

___. Decreto nº 47.938, de 1 de fevereiro de 2022. Disponível em: [link]. Acesso em: 5 dez. 2022.

Brazil Games Market. 2018. Disponível em: [link]. Acesso em: 4 jan 2021.

Brum, M. G.; Cruz, M. E. J. K. 2017. Da. Gamificação para o ensino de computação na educação básica anais do workshop sobre educação em computação (wei). Anais sociedade brasileira de computação - sbc, 6 jul. disponível em: https://doi.org/10.5753/wei.2017.3543. Acesso em: 6 dez. 2022.

Bryan Pfaffenberger. 1988. Fetishised objects and humanised nature: towards an anthropology of technology. Royal anthropological institute of great britain and ireland stable, v. 23, p. 236–252.

Catanante, Flávia; de Campos, Rogério Cláudio; Loiola, Iraneia. 2020. Aulas on-line durante a pandemia: condições de acesso asseguram a participação do aluno. Revista Científica Educação, v. 4, n. 8, p. 977-988.

Davis, Fred D. “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology.” MIS Quarterly, vol. 13, no. 3, 1989, pp. 319–40. JSTOR, https://doi.org/10.2307/249008. Acessado em 10 Dez. 2022.

Dictionary, M. Michaelis-webster. 2002. Disponível em: [link]. Acesso em: 6 dez. 2022.

Ertmer, P. A.; et al. 2010. Teacher technology change. Journal of research on technology in education, v. 42, n. 3, p. 255–284, mar.

Flávia Catanante; et. Al. 2020. Aulas on-line durante a pandemia: condições de acesso asseguram a participação do aluno. Revista educação científica, v. 4, n. 8, p. 977–988.

Hamidi, A.; Hanif, S. A.; Asmawi, M. 2019. Improving self esteem and games performances through games based learning in physical education content basketball at secondary high school. Proceedings of the 3rd international conference on sport science. (icsshpe 2018). Anais. Paris, france: atlantis press, disponível em: [link]. Acesso em: 14 jun. de 2022.

Hanafizadeh, P.; ravasan, a. Z. 2011. A mckinsey 7s model-based framework for erp readiness assessment. International journal of enterprise information systems, v. 7, n. 4, p. 23–63. [link]. Acesso em: 1 out. 2022.

Huizinga, A, J. 2005. Homo ludens. 10. Ed. São paulo: editora perspectiva.

Koster, Raph. 2004. A theory of fun for game design. Published by O’reilly media, inc.

Martin, E; Marchesi, A. 1996. Desenvolvimento metacognitivo e problemas de aprendizagem. Porto Alegre: Artes Médicas. P. 41.

Mcgonigal, J. 2015. Superbetter: a revolutionary approach to getting stronger, happier, braver and more resilient. [s.l.] Powered by the science of games.

Miller, D. J.; robertson, d. P. 2010. Using a games console in the primary classroom: effects of ‘brain training’ programme on computation and self-esteem. British journal of educational technology, v. 41, n. 2, p. 242–255, mar.

Moore, E. 2022. “Assassin’s Creed Origins” being used to teach history in new series. Disponível em: [link]. Acesso em: 10 ago. de 2022.

Navarro J. G. 2020. Internet usage in Brazil – statistics & facts. Disponível em: [link]. Acesso em: 26 jun 2021.

Pedersen, S.; Seidman, E. 2004. Team sports achievement, and self-esteem development among urban adolescent Girls. Psychology of Women Quarterly, v. 28, n. 4, p. 412–422; 24 dez. 2021.

Pisa. 2018. Assessment and Analytical Framework. [s.l.] OECD.

Prado, Victor; Delgado, Carla.; Silva, Mônica F.; Grion, L. P.; Moura, Waldir Siqueira; Nascimento, L. M. 2022a. Game-based events for school community mobilization In: 14º International Conference on Computer Supported Education. Anais. Proceedings of the 14th International Conference on Computer Supported Education.

Prado, Victor; Delgado, Carla.; Silva, Mônica F.; Grion, L. P.; Nascimento, L. M. 2021b. Gaming Culture: Teachers Perception in High Schools of Brazil. In: 13th International Conference on Computer Supported Education (CSEDU 2021), webinar. CSEDU 2021 Abstracts, 2021a.

Prado, Victor; Delgado, Carla; da Silva, Mônica Ferreira; Griõn Lorena Pires; Nascimento, Leandro Mendonça do; Moura, Waldir Siqueira. 2021c. A study with all schools in the city of Maricá during a complete academic year using games to increase students confidence in their professional possibilities in the games industry. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE GAMES E ENTRETENIMENTO DIGITAL (SBGAMES), 20. , 2021, Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação. P. 363-369. DOI: https://doi.org/10.5753/sbgames_estendido.2021.19668. 2021b.

Prensky, M. 2001. Nativos digitais, imigrantes digitais. On the horizon, v. 9, p. 1–6.

Prensky, M. 2006. Don’t bother me Mom, I’m learning: How computer and video games are preparing your kids for twenty-first century success and how you can help! St. Paul, Minn: Paragon House.

Silva, D. O. P. 2006. A informática como ferramenta social: a experiência do projeto degraus–adolescentes. [s.l.] Eticencontro de Iniciação Científica.

Venkatesh, V.; Davis, F. D. 2022. A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, v. v. 46, n.2, p. 186–204, 2000. Disponível em: [link]. Acesso em: 11 ago de 2021.

Zhonggen, Y. 2019. A Meta-Analysis of Use of Serious Games in Education over a Decade. International Journal of Computer Games Technology, v. 2019, p. 1–8, 3 Feb.

Downloads

Published

2022-12-20

How to Cite

PRADO, V.; DELGADO, C.; SILVA, M. F. da; GURGEL, A. C.; MOURA, W. S.; GOMES, T.; LIMA, R.; FARIAS, R.; NASCIMENTO, L. M. do; GRIÕN, L. P. Technology adoption through games at Rio de Janeiro State: improving students’ digital aptitude. Journal on Interactive Systems, Porto Alegre, RS, v. 13, n. 1, p. 400–409, 2022. DOI: 10.5753/jis.2022.2686. Disponível em: https://sol.sbc.org.br/journals/index.php/jis/article/view/2686. Acesso em: 28 mar. 2024.

Issue

Section

Regular Paper