Exergames como tecnologia assistiva a estudantes com paralisia cerebral
Data
2018-11-30
Autores
Santos, Elaine de Oliveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Essa dissertação de mestrado é vinculada ao Programa de Pós-graduação em Educação da UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculdade de Ciências e Tecnologia, campus de Presidente Prudente – SP. Na linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”, optou-se pelos Exergames como categoria de jogos virtuais de movimento, uma vez que podem ser utilizados como Tecnologia Assistiva à estudantes com Paralisia Cerebral e promovem benefícios como: movimentação motora, prática de atividades físicas, participação em atividades que de outra forma não seriam possíveis, inclusão digital, educacional e social. Entretanto, consoles convencionais que reproduzem Exergames, como por exemplo, o XBOX 360 com Kinect, não apresentam em suas configurações as especificidades dos usuários com Paralisia Cerebral, principalmente para os que utilizam dispositivo de mobilidade sobre rodas. Desse modo, questionase: quais adaptações de estratégias de ensino são necessárias para que os usuários com Paralisia Cerebral utilizem os Exergames como Tecnologia Assistiva? Assim objetivou-se analisar as adaptações de estratégias de ensino e o desempenho desses nas intervenções com Exergames. O estudo seguiu os critérios do método misto (quantitativo e qualitativo). A coleta de dados desenvolveu-se em quatro etapas: 1) planejamento das intervenções; 2) treinamento da auxiliar; 3) realização das intervenções, mediante a observação participante e registro de filmagem; 4) realização dos registros no roteiro de observação e no relatório de campo. A análise quantitativa contou com a mensuração dos dados do roteiro de observação por meio da Correlação de Pearson, os quais geraram gráficos de desempenho em cinco ítens de análise: 1) independência; 2) atenção e concentração; 3) amplitude de movimento; 4) tempo de reação; 5) frequência de apoio, para três Exergames: esqui, tênis de quadra e boxe. Na análise qualitativa os dados advindos do relatório de campo e da filmagem receberam tratamento e análise mediante a triangulação de dados e resultaram numa única estrutura em forma de quadros, que continham quatro situações adversas de jogo: 1) captação pelo Kinect, 2) configurações iniciais, 3) execução dos movimentos, 4) interesse na atividade, além da descrição das adaptações realizadas. Os resultados quantitativos demonstraram que houve uma correlação moderada ou forte em 74 % dos itens de análise, ou seja, apresentaram melhora no desempenho, mesmo que em dado momento o nível de desempenho estabilizou ou oscilou. O importante é considerar a participação dos estudantes com Paralisia Cerebral na execução dos Exergames, apesar das dificuldades motoras. Os resultados qualitativos complementaram os resultados quantitativos, pois evidenciaram que as adaptações de estratégias de ensino possibilitaram movimentos funcionais na utilização dos Exergames, de maneira que o Kinect reconhecesse os participantes, além de viabilizar que eles jogassem na posição sentada e realizassem as configurações necessárias. Conclui-se que os Exergames podem ser considerados como Tecnologia Assistiva, a partir das adaptações de estratégias de ensino funcionais aos estudantes com Paralisia Cerebral.
This master's dissertation is linked to the Graduate Program in Education of UNESP, Paulista State University "Julio de Mesquita Filho", Faculty of Science and Technology, campus of Presidente Prudente - SP. In the research line “Formative Processes, Teaching and Learning”, Exergames was chosen as a category of virtual movement games, since they can be used as Assistive Technology to students with Cerebral Palsy and promote benefits such as: motor movement, practice of physical activities, participation in activities that would not otherwise be possible, digital, educational and social inclusion. However, conventional consoles that reproduce Exergames, such as the XBOX 360 with Kinect, do not present in their configurations the specifics of users with Cerebral Palsy, especially for those using a wheeled mobility device. Thus, the question is: what adaptations of teaching strategies are necessary for users with Cerebral Palsy to use Exergames as Assistive Technology? Thus, the objective was to analyze the adaptations of teaching strategies and their performance in interventions with Exergames. The study followed the criteria of the mixed method (quantitative and qualitative). Data collection was developed in four stages: 1) planning of interventions; 2) auxiliary training; 3) performance of interventions through participant observation and filming record; 4) making the records in the observation script and field report. The quantitative analysis relied on the measurement of the observation script data through the Pearson Correlation, which generated performance graphs on five analysis items: 1) independence; 2) attention and concentration; 3) range of motion; 4) reaction time; 5) frequency of support, for three Exergames: skiing, tennis and boxing. In the qualitative analysis, the data from the field report and the filming were treated and analyzed by data triangulation and resulted in a single frame structure, which contained four adverse game situations: 1) Kinect uptake, 2) initial settings , 3) execution of the movements, 4) interest in the activity, besides the description of the adaptations made. The quantitative results showed that there was a moderate or strong correlation in 74% of the analysis items, ie, showed improvement in performance, even if at some point the performance level stabilized or fluctuated. The important thing is to consider the participation of students with Cerebral Palsy in the execution of Exergames, despite the motor difficulties. The qualitative results complemented the quantitative results, as they showed that adaptations of teaching strategies enabled functional movements in the use of Exergames, so that Kinect recognized the participants, as well as enabling them to play in the sitting position and make the necessary settings. It is concluded that Exergames can be considered as Assistive Technology, from the adaptations of functional teaching strategies to students with Cerebral Palsy.
This master's dissertation is linked to the Graduate Program in Education of UNESP, Paulista State University "Julio de Mesquita Filho", Faculty of Science and Technology, campus of Presidente Prudente - SP. In the research line “Formative Processes, Teaching and Learning”, Exergames was chosen as a category of virtual movement games, since they can be used as Assistive Technology to students with Cerebral Palsy and promote benefits such as: motor movement, practice of physical activities, participation in activities that would not otherwise be possible, digital, educational and social inclusion. However, conventional consoles that reproduce Exergames, such as the XBOX 360 with Kinect, do not present in their configurations the specifics of users with Cerebral Palsy, especially for those using a wheeled mobility device. Thus, the question is: what adaptations of teaching strategies are necessary for users with Cerebral Palsy to use Exergames as Assistive Technology? Thus, the objective was to analyze the adaptations of teaching strategies and their performance in interventions with Exergames. The study followed the criteria of the mixed method (quantitative and qualitative). Data collection was developed in four stages: 1) planning of interventions; 2) auxiliary training; 3) performance of interventions through participant observation and filming record; 4) making the records in the observation script and field report. The quantitative analysis relied on the measurement of the observation script data through the Pearson Correlation, which generated performance graphs on five analysis items: 1) independence; 2) attention and concentration; 3) range of motion; 4) reaction time; 5) frequency of support, for three Exergames: skiing, tennis and boxing. In the qualitative analysis, the data from the field report and the filming were treated and analyzed by data triangulation and resulted in a single frame structure, which contained four adverse game situations: 1) Kinect uptake, 2) initial settings , 3) execution of the movements, 4) interest in the activity, besides the description of the adaptations made. The quantitative results showed that there was a moderate or strong correlation in 74% of the analysis items, ie, showed improvement in performance, even if at some point the performance level stabilized or fluctuated. The important thing is to consider the participation of students with Cerebral Palsy in the execution of Exergames, despite the motor difficulties. The qualitative results complemented the quantitative results, as they showed that adaptations of teaching strategies enabled functional movements in the use of Exergames, so that Kinect recognized the participants, as well as enabling them to play in the sitting position and make the necessary settings. It is concluded that Exergames can be considered as Assistive Technology, from the adaptations of functional teaching strategies to students with Cerebral Palsy.
Descrição
Palavras-chave
Paralisia cerebral, Tecnologia assistiva, Adaptações de estratégias de ensino, Exergames, Cerebral palsy, Assistive technology, Adaptations of teaching strategies