Conceptual Elaboration Through the Collaborative and Collective Creation of Digital Games in the Perspective of Inclusive Education

ABSTRACT: This paper examines the development of concepts in children with and without disabilities through digital game creation activities. The study presents the use of technology in a pedagogical approach based on Vygotsky's theories related to conceptual elaboration, imagination, and creativity in childhood and on advanced studies in game design with children. The qualitative research adopted the Design-Based Research (DBR) as a methodological approach, which made the collaborative and collective performance of students in games creation activities possible. The interdisciplinary team was composed by researchers and undergraduate students in the areas of computing, education, and design and by four children from the third year of Elementary Education at a school in Itajaí, Santa Catarina, including two with intellectual disabilities. Data analysis revealed the children's appropriation of concepts about digital games and their components, the perception of the game creation process, the complexity inherent in the construction of technologies, and the critical view of children regarding games and their use. Intellectual differences among children were overcome through approaches that favored their different competencies, which afforded admiration among peers, mutual respect, and school inclusion.

摘要：本研究探讨了残障与非残障儿童通过数字游戏创作活动实现的概念发展。本研究基于维果茨基关于儿童时期概念建构、想象力与创造力的相关理论，以及面向儿童的游戏设计前沿研究成果，提出了一种教学方法，并展示了该方法中技术的应用路径。本定性研究采用基于设计的研究（Design-Based Research, DBR）作为方法论框架，使得参与研究的学生在游戏创作活动中开展协作与集体实践成为可能。本研究的跨学科团队由计算机、教育与设计领域的研究人员及本科生，以及来自巴西圣卡塔琳娜州伊塔雅伊市某小学三年级的4名儿童组成，其中2名儿童存在智力障碍。数据分析结果显示，儿童掌握了数字游戏及其组成要素的相关概念，形成了对游戏创作过程的认知，理解了技术建构过程中固有的复杂性，并形成了对游戏及其使用的批判性视角。研究通过适配儿童不同能力水平的教学方法，弥合了儿童间的智力差异，促成了同伴间的相互欣赏、彼此尊重与学校融合教育的实现。