Entertainment Game to Support Interaction between Teachers and Students

  • Marcos Alexandre Rose Silva
  • Junia Coutinho Anacleto
Part of the Lecture Notes in Computer Science book series (LNCS, volume 5709)

Abstract

A narrative game is described here which main goal is to support childrens´ free expression and socialization considering their cultural background. This game can be used at school, in which students can develop a story together under the teacher’s supervision. The idea is to support teachers to create characters and scenarios according to the students´ cultural context, expressed in their common sense knowledge, and consequently enabling them to get engaged on developing the story collaboratively. Also, teacher has the common sense’s support to conduct the story according to the facts are being narrated, to stimuli the students’ communion. This cultural sensitive RPG-like environment intends to promote a closer contact between teacher and students and among students giving them a more contextualized computer tool to be stimulated to freely express their thoughts, desires and to support them to cooperative work with teachers what is desirable for their intellectual and cognitive development.

Keywords

Collaboration Storyteller Narrative Game Context Common Sense Education Educational game 

References

  1. 1.
    Anacleto, J.C., Lieberman, H., Tsutsumi, M., Neris, V.P.A., Carvalho, A.F.P., Espinosa, J., Zem-Mascarenhas, S.: Can common sense uncover cultural differences in computer applications? In: Bramer, M. (ed.) Artificial intelligence in theory and practice - WCC 2006, vol. 217, pp. 1–10. Springer, Berlin (2006)Google Scholar
  2. 2.
    Benford, S., Bederson, B.B., Akesson, K., Bayon, V., Druin, A., Hansson, P., Hourcade, J.P., Ingram, R., Neale, H., O’Malley, C., Simsarian, K.T., Stanton, D., Sundblad, Y., Taxén, G.: Designing Storytelling Technologies to Encourage Collaboration Between Young Children. In: Conference on Human Factors in Computing Systems, pp. 556–563 (2000)Google Scholar
  3. 3.
    Bittencourt, R.J., Giraffa, L.M.M.: A utilização dos Role-Playing Games Digitais no Processo de Ensino-Aprendizagem. Technical Reports Series, Number 031 (September 2003)Google Scholar
  4. 4.
    Bruckman, A.: Community Support for Constructionist Learning. Computer Supported Cooperative Work: The Journal of Collaborative Computing 7, 47–86 (1998)CrossRefGoogle Scholar
  5. 5.
    Claraparede, E.: Funcional Education, 5th edn. SP: Comp. Nacional, 302 p. (1958)Google Scholar
  6. 6.
    Diaz-Aguado, M.J.D.: Educação Intercultural e Aprendizagem Cooperativa. Editora Porto, Porto (2003)Google Scholar
  7. 7.
    Fernandes, V.R.: What is RPG? RPG - Dragon Magazine Brazil, no. 123 (2008)Google Scholar
  8. 8.
    Järvinen, A., Heliö, S., Mäyrä, F.: Communication and Community in Digital Entertainment Services. Prestudy Research Report (2002)Google Scholar
  9. 9.
    Oaklander, V.: Windows to Our Children: A Gestalt Therapy Approach to Children and Adolescents, 335 p. Gestalt Journal Press (1988)Google Scholar
  10. 10.
    Piaget, J.: Judgement and Reasoning in the Child, 268 p. Littlefield Adams, Richmond (1999)Google Scholar
  11. 11.
    Silva, M.A.R., Anacleto, J.C.: A Narrative Game Culturally Contextualized by Common Sense Modeled as a Semantic Network. In: WSWEd@SBIE – Workshop on Semantic Web and Education, Fortaleza, Brazil (2008)Google Scholar

Copyright information

© IFIP International Federation for Information Processing 2009

Authors and Affiliations

  • Marcos Alexandre Rose Silva
    • 1
  • Junia Coutinho Anacleto
    • 1
  1. 1.Federal University of São Carlos.São PauloBrazil

Personalised recommendations