Semiotic inspection method in the context of educational simulation games

Peixoto, Daniela C. C.; Prates, Raquel Oliveira; Resende, Rodolfo F.

doi:10.1145/1774088.1774342

Cited by 11 publications

(7 citation statements)

References 12 publications

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“…Hereby we describe the SIM method according to the steps described in [de Souza et al 2010], [de Souza et al 2006] and [Peixoto et al 2010]. SIM is an interpretive method through which the evaluator analyzes the message being transmitted by signs at each level: metalinguistic, static and dynamic.…”

Section: Sbc -Proceedings Of Sbgames 2010mentioning

confidence: 99%

“…Then scenarios explicitly and implicitly indicate the context of the action, and have a central character (the inspector, playing the role of the user) that performs the action implied by the narrative [Peixoto et al 2010].…”

Section: Sbc -Proceedings Of Sbgames 2010mentioning

confidence: 99%

“…In professional practice and technical contexts of application, this characteristic of the method is an important asset, because it continually expands the competence of the analyst. New analytic dimensions, opportunities, challenges, effects, elements, and contextual factors involved in the semiotic engineering of humancomputer interaction are constantly added to the analyst's stock of knowledge [de Souza et al 2010;Peixoto et al 2010]. …”

Section: Sbc -Proceedings Of Sbgames 2010mentioning

confidence: 99%

“…In [Oliveira et al 2008], a study case is described in an educational environment. Peixoto et al [Peixoto et al 2010] presented SIM in digital games and presented how the communicability of a simulation game can be improved. Their main result is a list of aspects that should be observed during the design of educational simulation games.…”

Section: Introductionmentioning

confidence: 99%

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Semiotic Inspection of a Game for Children with Down Syndrome

Brandão

Trevisan

Brandão

et al. 2010

2010 Brazilian Symposium on Games and Digital Entertainment

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Figure 1: JECRIPE -a game for children with special needs AbtractThere are not many initiatives in the area of game development for children with special needs, specially children with Down syndrome. The major purpose of our research is to promote cognitive development of disabled children in the context of inclusive education. In order to do so, we address aspects of interaction, communication and game design in stimulating selected cognitive abilities. By using a Human-Computer Interaction method based on the Inspection of Evaluation, it was possible to study and understand user interaction with the interface and thus examine the positive aspects as well as the communicability problems found with the JECRIPE game -a game developed specially for children with Down syndrome in pre-scholar age.

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Section: Sbc -Proceedings Of Sbgames 2010mentioning

confidence: 99%

Section: Sbc -Proceedings Of Sbgames 2010mentioning

confidence: 99%

Section: Sbc -Proceedings Of Sbgames 2010mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Semiotic Inspection of a Game for Children with Down Syndrome

Brandão

Trevisan

Brandão

et al. 2010

2010 Brazilian Symposium on Games and Digital Entertainment

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“…A useful paper that describes how to improve the communicability of (i.e. increase the learning from) simulation-type games is [28].…”

Section: Related Researchmentioning

confidence: 99%

Providing end-to-end perspectives in software engineering

Herold

Bolinger

Ramnath

et al. 2011

2011 Frontiers in Education Conference (FIE)

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In order to better prepare students for professional practice, we have created a software engineering curriculum that provides an end-to-end perspective that begins with the business context of software, and goes all the way to the ongoing management of software services after deployment. This paper examines how the theoretical aspects of this broad-based curriculum may be effectively delivered through a single course within a traditional computer science program. This curriculum is under a diverse set of constraints and requirements, such as the need for pedagogical consistency, faculty development, consideration of the learning style of computer science students, and a need for an effective continuous improvement process. Our approach uses "engineeringoriented" analysis frameworks such as Porter's Five Forces model for the business aspects, and attributedriven design for software architectures, an "inverted" classroom mode of teaching where lectures are delivered on line with interactions and exercises that promote active learning reserved for the classroom, case studies developed from real projects to serve as concrete examples, open discussion boards and weekly short quizzes for concept refinement and retention, and a paper-based project where students apply the concepts learned. Faculty development and replication outside the current site are also discussed.

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