Learning Object Design for Teaching Descriptive Geometry: A Study from the Perspective of Gamification and Accessibility

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• 关键词：Digital design ; Gamified ; Accessible learning
• 刊名：Lecture Notes in Computer Science
• 出版年：2016
• 出版时间：2016
• 年：2016
• 卷：9739
• 期：1
• 页码：38-48
• 全文大小：1,950 KB
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  Kethure, A.O.: Uma experiência para definição de storyboard em metodologia de desenvolvimento colaborativo de objetos de aprendizagem. Brazil. Ciências & Cognição (2010)
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  Vicari, R.M., Bez, M., Silva, J.M.C., Ribeiro, A.M., Gluz, J.C., Passerino, L.M., Santos, É.R., Primo, T., Rossi, L., Behar, P., Filho, R., Roesler, V.:. Proposta Brasileira de Metadados para Objetos de Aprendizagem Baseados em Agentes (OBAA). RENOTE. Revista Novas Tecnologias na Educação, vol. 8, pp. 1–10, 2010 (2015). https://​www.​lume.​ufrgs.​br/​bitstream/​handle/​10183/​29300/​000758918.​pdf?​sequence=​1
  Wiley, D.A.: Connecting learning objects to instructional design theory: a definition, a metaphor, and a taxonomy. In Wiley, D.A., (ed.) The Instructional Use of Learning Objects, pp. 1–35. Setembro 2002 (2015). http://​www.​reusability.​org/​read/​chapters/​wiley.​doc
  
• 作者单位：Guilherme P. G. Ferreira (15)
  Rafael Andrade (15)
  Sabrina T. Oliveira (15)
  Vânia R. Ulbricht (15)
  
  15. Universidade Federal do Paraná, Curitiba, Brazil
  
• 丛书名：Universal Access in Human-Computer Interaction. Users and Context Diversity
• ISBN：978-3-319-40238-3
• 刊物类别：Computer Science
• 刊物主题：Artificial Intelligence and Robotics
  Computer Communication Networks
  Software Engineering
  Data Encryption
  Database Management
  Computation by Abstract Devices
  Algorithm Analysis and Problem Complexity
  
• 出版者：Springer Berlin / Heidelberg
• ISSN：1611-3349
• 卷排序：9739

文摘

Technology has enabled significant advances in the distribution of information for education. With the Internet the information was available to the global context immediately through computer networks. To treat the contents and structure the information for education groups of researchers and developers worked to create groups of information entitled Learning Objects. This paper demonstrates the re-design of a learning object, in order to adjust it to criteria of gamification and accessibility. The methodological process consisted of: defining the project requirements and the structuring of a storyboard for the collaborative development of learning objects (Braga 2015b; Kethure 2010). Thus, the proposed interface incorporates playful elements for presentation of immersive and interactive content, so as to encourage learning also to people with disabilities, related to low vision, blind and deaf. In this sense, the objective of this paper is to present the process of developing a new interface for content learning about “Triangles and its characteristics” content, this treaty in Descriptive Geometry Course in the Graduate Graphic Design and Product. At the end of this document, we present the resulting learning object of this process, designed from gamification elements and affordability. The methodological procedure used as a base, collaboration in the development of learning objects, and includes: Concept Map, Navigational maps and Storyboard. Besides this, a Storyboard created to meet the needs of this collaborative development is presented. The paper presents a case study focusing on the use of Learning Objects to the teaching content of triangles in the university. The collaborative development process to redesign this platform featured a master’s degree and two doctoral students of the Graduate Program in Design at the Federal University of Parana, and the project was prepared during the course of accessibility and gamification.