Desempenho de habilidades manipulativas de uma estudante com paralisia cerebral em face do uso de jogos digitais
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Data
2022-12-09
Autores
Santos, Talita Maria Souza
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Universidade Estadual Paulista (Unesp)
Resumo
Essa pesquisa de mestrado é vinculada ao Programa de Pós-graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Presidente Prudente, na linha “Processos Formativos, Ensino e Aprendizagem”. O objetivo foi o de analisar a efetividade dos jogos: tangram, quebra cabeça e torre de hanói, e se há relação entre esses jogos com as variáveis manipulativas de uma estudante com paralisia cerebral nível 4 de MACS, compreendidas como: posicionamento da mão/ dedo na peça do touch screen, arraste preciso da peça no local adequado e visualização prévia do local a ser depositada a peça. Como procedimentos metodológicos foi realizado uma Revisão Sistemática de Literatura e aplicação de um delineamento do sujeito único em um modelo AB, considerado quase experimental, onde em “A” mensurou-se o conhecimento prévio da estudante e no momento “B” inseriu-se a intervenção com treinamento adequado e uso de estratégias que foram descritas em um quadro. A coleta dos dados foi realizada em duas etapas: a 1ª Etapa teve como objetivo evidenciar com base em uma revisão sistemática da literatura nacional e internacional quais são as estratégias e adaptações consideradas para o uso de jogos digitais visando o aprimoramento de habilidades manipulativas de estudantes com paralisia cerebral, para responde-la foi utilizada uma Revisão Sistemática de Literatura que contou com a extração de dados por meio das bases de dados: Lilacs, Google Scholar, Eric, Scielo, Portal de Periódicos Capes, Scopus e Lista. A 2ª Etapa teve como objetivo identificar qual a habilidade apresentou melhor desempenho nos diferentes jogos e para respondê-la, os procedimentos metodológicos percorridos foram divididos em 4 fases, sendo elas: 1) seleção dos jogos; 2) linha de base; 3) disponibilização do jogo ao usuário; e, 4) intervenção. Como instrumento de coleta de dados foi utilizado a observação com anotação em diário de campo e filmagens das sessões que foram assistidas pela pesquisadora afim de descrever e pontuar em um gráfico de dispersão as tentativas de jogabilidade da estudante referente ao seu desempenho. Foram pontuadas em uma escala de 0 a 3 pontos que classificou as habilidades em: 0: não executa o movimento; 1: executa com assistência física; 2: executa com dificuldade, mas sozinha e 3:executa com êxito sem ajuda. Os dados foram analisados pela soma de pontos obtidos, divididos pela pontuação máxima e multiplicados por 100, para se obter a porcentagem de acertos, que, posteriormente, foram expostas em gráficos de dispersão para melhor visualização dos resultados. A partir dos resultados evidencia-se que a aplicação de estratégias como o uso de feedbacks, acessibilidade para o jogo, motivação, presença de um tutor, demonstração e explicação prévia, usadas em jogos digitais, corroboram para o desempenho físico, cognitivo e de comunicação de estudantes do Público-Alvo da Educação Especial, pontos que agregaram ao planejamento e intervenção pela pesquisadora diante da segunda etapa. Quanto ao delineamento AB, observou-se que as habilidades analisadas obtiveram melhora em seu desempenho diante do uso do plano inclinado associado às estratégias. Em suma, o uso de jogos digitais em um dispositivo móvel tablet que dispõe da ferramenta touch screen, associado ao uso de estratégias e de recursos de acessibilidade podem favorecer o desenvolvimento e desempenho de habilidades manipulativas da estudante no que tange a sua independência e autonomia. Considerando as dificuldades de coleta em período pandêmico, sem possibilidades de controle de variáveis intervenientes, recomenda-se que novos estudos sejam realizados com um número amostral maior e com um tipo de delineamento de carater experimental.
This master’s research is linked Graduate Program in Education of São Paulo State University (Unesp), School of Technology and Sciences, Presidente Prudente, in the research line “Formative Processes, Teaching and Learning”. This program aimed to analyze the effectiveness of the games: tangram, jigsaw puzzle, and tower of Hanoi, and whether there is a relationship between these games with the manipulative variables of a student with cerebral palsy MACS level 4, understood as: hand/finger positioning on part of a touch screen, precise dragging of the piece into the appropriate place, and preview of the place to deposit the piece. For the methodological procedures, a systematic literature review was carried out and a single subject design was applied in an AB model, considered quasi-experimental, where in moment "A" the student's prior knowledge was measured and in moment "B" the intervention was performed, with adequate training and the use of strategies that were described in a table. Data collection was carried out in two steps: the first step aimed to show, based on a systematic review of the national and international literature, the strategies and adaptations considered for the use of digital games aimed at improving the manipulative skills of students with cerebral palsy. For this purpose, a Systematic Literature Review was performed, which included data extracted from the following databases: Lilacs, Google Scholar, Eric, Scielo, Portal de Periódicos Capes, Scopus, and Lista. The second step aimed to identify which skill was performed better in the different games. For this purpose, the methodological procedures covered were divided into 4 phases: 1) game selection; 2) baseline; 3) making the game available to the user, and 4) intervention. As a data collection instrument, observation was used, through notes in a field diary and filming of the sessions attended by the researcher, in order to describe and plot on a scatter plot the student's gameplay attempts regarding their performance. The attempts were scored on a scale of 0 to 3 points, that classified the skills as: 0: does not perform the movement; 1: performs with physical assistance; 2: performs with difficulty but alone; and 3: performs successfully without help. The data were analyzed by adding the points obtained, divided by the maximum score and multiplied by 100, to obtain the percentage of correct answers, which were later displayed in scatter plots for better visualization of the results. From the results, it is evident that the application of strategies such as the use of feedback, accessibility to the game, motivation, the presence of an instructor, and demonstrations and previous explanations, in digital games, corroborate for the physical, cognitive, and communication performance of students from the Special Education Target Audience. These points added to the planning and intervention by the researcher in the second step. As for the AB design, it was observed that the analyzed skills presented improved performance when using the inclined plane associated with the strategies. In short, the use of digital games on a tablet mobile device that has a touch screen tool, associated with the use of strategies and accessibility resources, can favor the development and performance of the student's manipulative skills in terms of their independence and autonomy. Considering the collection difficulties in a pandemic period, with no possibility of controlling intervening variables, it is recommended that new studies be carried out with a larger sample number and with an experimental design.
This master’s research is linked Graduate Program in Education of São Paulo State University (Unesp), School of Technology and Sciences, Presidente Prudente, in the research line “Formative Processes, Teaching and Learning”. This program aimed to analyze the effectiveness of the games: tangram, jigsaw puzzle, and tower of Hanoi, and whether there is a relationship between these games with the manipulative variables of a student with cerebral palsy MACS level 4, understood as: hand/finger positioning on part of a touch screen, precise dragging of the piece into the appropriate place, and preview of the place to deposit the piece. For the methodological procedures, a systematic literature review was carried out and a single subject design was applied in an AB model, considered quasi-experimental, where in moment "A" the student's prior knowledge was measured and in moment "B" the intervention was performed, with adequate training and the use of strategies that were described in a table. Data collection was carried out in two steps: the first step aimed to show, based on a systematic review of the national and international literature, the strategies and adaptations considered for the use of digital games aimed at improving the manipulative skills of students with cerebral palsy. For this purpose, a Systematic Literature Review was performed, which included data extracted from the following databases: Lilacs, Google Scholar, Eric, Scielo, Portal de Periódicos Capes, Scopus, and Lista. The second step aimed to identify which skill was performed better in the different games. For this purpose, the methodological procedures covered were divided into 4 phases: 1) game selection; 2) baseline; 3) making the game available to the user, and 4) intervention. As a data collection instrument, observation was used, through notes in a field diary and filming of the sessions attended by the researcher, in order to describe and plot on a scatter plot the student's gameplay attempts regarding their performance. The attempts were scored on a scale of 0 to 3 points, that classified the skills as: 0: does not perform the movement; 1: performs with physical assistance; 2: performs with difficulty but alone; and 3: performs successfully without help. The data were analyzed by adding the points obtained, divided by the maximum score and multiplied by 100, to obtain the percentage of correct answers, which were later displayed in scatter plots for better visualization of the results. From the results, it is evident that the application of strategies such as the use of feedback, accessibility to the game, motivation, the presence of an instructor, and demonstrations and previous explanations, in digital games, corroborate for the physical, cognitive, and communication performance of students from the Special Education Target Audience. These points added to the planning and intervention by the researcher in the second step. As for the AB design, it was observed that the analyzed skills presented improved performance when using the inclined plane associated with the strategies. In short, the use of digital games on a tablet mobile device that has a touch screen tool, associated with the use of strategies and accessibility resources, can favor the development and performance of the student's manipulative skills in terms of their independence and autonomy. Considering the collection difficulties in a pandemic period, with no possibility of controlling intervening variables, it is recommended that new studies be carried out with a larger sample number and with an experimental design.
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Palavras-chave
Educação especial, Paralisia cerebral, Jogos digitais, Estratégias de ensino, Special education, Cerebral palsy, Digital games, Teaching strategies