Frameworks para o Planejamento da Gamificação em Contextos Educacionais - Uma revisão da literatura nacional

A gamificação tem sido bastante utilizada para aumentar o engajamento e amotivação dos estudantes em contextos educacionais, ampliando o interesse por parte de professores e instrutores. No entanto, há um consenso na literatura quanto a necessidade de abordagens sistemáticas (métodos, processos e/ou frameworks) para apoiar o planejamento da gamificação, de modo que os seus efeitos benéficos sejam alcançados. A literatura identifica alguns estudos internacionais focados em analisar estas abordagens sistemáticas, no entanto, há uma carência de estudos que relatem como o Brasil tem contribuído para o processo de planejamento da gamificação. Diante disso, esse artigo tem por objetivo apresentar um mapeamento sistemático da literatura, visando identificar as abordagens sistemáticas existentes para o planejamento da gamificação em escala nacional. A partir da condução desse mapeamento, foram encontrados 18 estudos onde foram identificados: (a) uma carência no apoio automatizado para o docente; (b) uma classificação dos tipos de personalização utilizados; e (c) a quantidade de elementos de gamificação utilizados. Por meio dos resultados obtidos, foi possível identificar ainda diversos desafios e oportunidades relacionados a esta área de pesquisa

Gamificación y necesidades específicas de apoyo educativo: una revisión bibliográfica

A lo largo de los últimos años, las Tecnologías de la Información y la Comunicación (TIC) se han ido introduciendo en las aulas atendiendo, en cierta medida, a la diversidad del alumnado. A pesar de esto, los estudios realizados sobre el uso de la tecnología y la gamificación en el alumnado con Necesidades Específicas de Apoyo Educativo (NEAE) y sus beneficios no son muy abundantes. El propósito central de este Trabajo de Fin de Máster es realizar una revisión bibliográfica a partir de la cual se analizan los distintos avances acerca de la investigación sobre este tema. Además, se expondrán los beneficios pedagógicos que se han ido registrando en las diferentes estrategias gamificadas que se han investigado. Este TFM consiste en una revisión bibliográfica centrada en el uso de la gamificación a través de las TIC en el alumnado con NEAE. La metodología llevada a cabo ha centrado en la búsqueda de artículos académicos realizados entre los años 2000 y 2020, tanto en lengua española como en lengua inglesa. En total se han analizado veintiséis artículos, todos ellos dentro de los siguientes temas: Trastorno por Déficit de Atención e Hiperactividad, Trastorno del Espectro Autista, Dificultades de Aprendizaje y Necesidades Educativas Especiales. El objetivo común de los estudios revisados es que los usuarios sean más autónomos e independientes y que, gracias a ello, se encuentren más integrados en la sociedad. Como conclusión de la revisión realizada, podemos afirmar que la gamificación es positiva, ya que parece ser una útil herramienta que implica distintos procesos y asiste de manera eficaz a la adquisición de diferentes aprendizajes y, a su vez, es capaz de desarrollar habilidades comunicativas, de interacción social y de expresión de emociones.Over the past few years, Information and Communication Technologies have been introduced into classrooms, attending, to some extent, to the diversity of students. Despite this, studies on the use of technology and gamification in students with Specific Educational Support Needs and their benefits are insufficient. The Master's Degree Work that is proposed below aims to carry out a bibliographic review that analyses the different advances around research on this subject, in addition, the pedagogical benefits that have been recorded in the different gamified strategies that have been investigated will be presented. This TFM consists of a bibliographic review focused on the use of gamification through ICT in students with NEAE. The methodology carried out has focused on the search for academic articles made between 2000 and 2020, both in Spanish and English. In total, twenty-six articles have been analysed, all within the following main identified topics: Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, Learning Difficulties and Special Educational Needs. The objective of these research is to make users more autonomous and independent and that, thanks to this advancement, they are more integrated into society. Thanks to the results that have been obtained after this search, we can determine that gamification is positive, since it is perceived as a useful tool that involves different processes and effectively assists in the acquisition of different learnings and, in turn, is able to develop communicative skills, social interaction and expression of emotion

Augmented Reality in Smart Cities: A Multimedia Approach

Intro: This paper presents an advance overview of utilizing Augmented Reality (AR) in smart cities. Although, Smart cities contain six major aspects (mobility, economy, government, environment, living, and people), this paper focuses on three of them that have more potentiality in using virtual assistant (mobility, environment, and living). Methodology: Presenting a state-of-the-art review studies undertake between 2013 and 2017, which is driven from highlighted libraries is the aim of this research. After exact examine, 15 emphasized studies are chosen to divide the main aspects while 120 selective articles are supporting them. These categorizes have been critically compared with an aim, method and chronological perspectives. Results: First of All, Environmental issues (Museums industry) attract the most attention of researchers while the living issues (maintenance) have lower significant compare t latter and mobility (indoor-outdoor navigation) attract the least. Moreover, a close connection between academic and industry fields is going to be created. Conclusions: it has been concluded that, because of economic advantages, utilizing AR technology has improved in the tourism and maintenance. Moreover, until now, most of studies try to prove their concept rather than illustrate well stablished analytic approach. Because of hardware and software improvement, it is essential for the future studies to evaluate their hypothesis in a real urban context

What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

The focus of this research report is people who have diverse access needs associated with perception, memory, cognition and communication- those who are frequently ascribed the label of ‘learning difficulties’1 and the technologies that may help to enhance their access to and inclusion into cultural and heritage sites (including digital assets)