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- A aprendizagem online com base nos jogos e na realidade aumentada: aplicação do modelo AIDLETPublication . Bidarra, José; Figueiredo, MauroExiste hoje fnalmente a perceção de que a aplicação das tecnologias digitais em educação começa a traduzir-se em resultados efetivos e globais. Estes resultados não se limitam a meras situações experimentais, como até aqui, existem tendências e vias de progresso evidentes: o controlo da aprendizagem passou do professor para o aluno, os materiais “livrescos” cederam lugar aos recursos digitais, a informação passou a estar disponível online em vez de offine, e as atividades tornaram-se sessões interativas partilhadas em comunidades de aprendizagem. Mas, talvez mais importante, os aprendentes deixaram de ser simples utilizadores e passaram a ser produtores de materiais multimédia, jogadores em ambientes virtuais, detentores de informação atualizada e incansáveis comunicadores em permanente mobilidade. Neste contexto, o modelo AIDLET (Availability and cost, Interaction and comunication capabilities, Distance Education workfow integration, Learning design potential, Engagement and ease of play, Thematic value and adequacy), foi desenvolvido para permitir aos autores e professores, mas também a tecnólogos e tutores, tomarem decisões sustentadas acerca da aplicação de jogos, simulações e realidade aumentada em ambientes de aprendizagem virtual, para poderem acompanhar e orientar pedagogicamente toda uma geração de estudantes que cresceu com as consolas de jogos e com a Internet.
- Artech 2015: proceedings of the 7th International Conference on Digital ArtsPublication . Bidarra, José; Eça, Teresa; Leote, Rosangella; Tavares, Mirian; Pimentel, Lucia; Carvalho, Elizabeth; Figueiredo, MauroARTECH 2015 is the Seventh International Conference on Digital Arts, this time hosted by Universidade Aberta in the ancient village of Óbidos, Portugal. The goal of the conference is to promote the interest in the current digital culture and its intersection with art and technology as an important research field, but also as a common space for discussion and exchange of new experiences. Seeking to foster greater understanding about digital arts and culture across a wide spectrum of cultural, disciplinary, and professional practices, this edition of the conference also includes a strand concerned with mobile technologies such as smartphones and tablets that have become widespread creation instruments.
- The development of a gamebook for educationPublication . Figueiredo, Mauro; Bidarra, JoséMobile technologies are becoming very accessible to students, due to advances in the development of technology and a simultaneous decline in hardware costs. In this way, it is relevant to consider the potential of these devices in teaching and learning. Our research was designed to evaluate the possibility of creating gamebooks (gamified books) that are effective in teaching and learning. After analyzing the features available in many free or open tools for making ebooks we find out that these tools were not appropriate creating gamebooks. This paper presents a novel interactive book, the gamebook (g-book): a book with a story that can be read sequentially or not. The main difference refers to the ability to choose different paths to the main characters or the unfolding of the history, as happens in games. We built a model of a dynamic book that functions as an educational game for "Environmental Studies", aimed at children in the 4th grade, mostly 9-10 years old, in Portuguese schools. This paper presents the design and features of this g-book titled "Adventures in the Guadiana River", implemented with the Unity3D platform that can be explored in iPhones, iPads, Android mobile devices and web browsers for the OSX and Windows platforms. Preliminary tests with our prototypes revealed very good usability and promising pedagogical potential in the proposed models.
- The AIDLET Model : a framework for selecting games, simulations and augmented reality environments in mobile learningPublication . Bidarra, José; Rothschild, Meagan; Squire, Kurt; Figueiredo, MauroSmartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educa- tors’ interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.