In the context of Environmental Education, games help understand a particular theme and allow the observation of the approach from a player's perspective. This study presents an analysis of the use of feedback in RPGs (Role-Playing Games) and the importance of carefully analyzing the concepts being used. Furthermore, we observe the difficulty of individuals in understanding their roles in the RPG in the water resources context. The main contribution of this work is an empirical and qualitative study of the motivation of individuals. As a result, we present the individual's speech through a semistructured interview based on the Collective Subject Discourse (CSD) technique.

In the context of Environmental Education, games can help in understanding a particular theme and allow the observation of the approach from the perspective of a player. In this way, each person can develop strategies that she/he considers relevant in the game. We analyze players' strategies in an RPG (Role-Playing Game) in the water resources domain. This study analyzes the importance of water for survival and the problems of role representation, i.e., the lack of connection between reality and the game. In addition, we also analyze the importance of using the game to understand the pollution problem and the complexity of water management. As a result, we present speeches through a semi-structured interview based on the Collective Subject Discourse (CSD) technique.

This paper's main contribution is analyzing players' strategies and investigating the impact of gaming actions on players' lives. The games help understand a particular theme and allow the observation of the approach from a player's perspective. The sustainable management of water resources can be achieved when only the amount of water available locally is extracted from the available water resources. These resources are being recharged, naturally or artificially. Furthermore, we observe individuals related to the problem of water management and poor water management. As a result, we present the speeches through a semi-structured interview based on the Collective Subject Discourse (CSD) technique. The CSD consists of analyzing verbal material collected from the speeches (such as interviews or questionnaires), the ideas or central anchors, and the fundamental key expressions of these speeches. We compose the statements in the first person singular by the key expressions. Key Expressions (KE) are the most significant passages, and the Central Ideas (CI) synthesize the discursive content manifested in the KE. The case study presented in this work refers to the participatory negotiation of conflicts in the Lagoa Mirim and São Gonçalo Canal hydrographic basin, located in southern Brazil.

This paper presents an analysis of the strategies used by the players of a Role-Playing Game (RPG) in the context of water resources. Our research is a theoretical framework that informs the practice and states the implications for educational practice with a focus on action. RPGs are widely used in several areas because individuals have strategies that come close to reality. In the context of water resources, RPG helps in the process of understanding the problem and how each player thinks, analyzes, observes a situation from his perspective, and thus elaborates strategies that s/he deems relevant to her/his role and the game as a whole. The RPG developed in this research refers to the participatory management of water resources, based on data from the state of Rio Grande do Sul/Brazil, and focusing on the pilot application of the work in the Lagoa Mirim and São Gonçalo Watershed Management Committee, which involves the cities of Rio Grande and Pelotas, in southern Brazil. The main contribution of this work is an empirical study on the RPG players' motivation and how they elaborated on their strategies. In this research, we measure the habits of RPG players trough a semi-structured interview that was applied to a group of these players to assess the habits and strategies of individuals during the RPG.

This Research to Practice Full Paper describes an study with Problem Based Learning (PBL). PBL promotes knowledge through the motivational appeal that problematization arouses. However, there are still points to be explored and potentialized, with the use of technologies to achieve Motivation. Thus, in this study we seek to understand how students' motivation to learn can be affected by sending automatic motivational triggers (sounds, notifications, etc.) during the execution of activities, in order to stimulate certain behaviors, such as studying, doing the task, complete an activity. The methodology for the validation of the triggers was developed in two moments: (i) in 2017 with the participation of 60 students of the Software Engineering course; and (ii) in 2018 with 23 students of the second year of the Computer Engineering course. At the end of each of these studies, students' views were grouped by class and expressed through the construction of the Discourse Collective Subject (DCS). Thus, this study contributes to the discussion and presentation of the DCS as an approach capable of assisting teachers during the evaluation of the activities proposed in the classroom, mainly because it makes it possible to observe the opinion of a group as a single subject.

This Research Full paper presents a systematic analysis. The objective of this work is to identify the educational context in which u-Learning was applied, as well as to evaluate which technologies are used to analyze the learning process in the period from 2012 to 2019. The quantitative analysis of the publications verified 5347 productions associated to the areas of sustainability, homecare, health, education, among others. The qualitative study of the data revealed: (i) the definition of u-Learning processes, referring to the individual behavioral repertoire, modified by the acquisition of certain knowledge; (ii) evaluation of the learning related to concrete situations in which the individual can manifest the knowledge in the acquired behaviors; and as for the application (iii) it was verified the inexistence of models for analysis of these process of change of behavior. Thus, from our research it was possible to observe, as a priority, the use of technologies as an instrument for the learning process, not being used in the measurement of knowledge. The findings point to the purpose of future studies that may indicate possible behavioral models that allow analyzing the behavior change and consequently the ubiquitous learning process.

This research presents a full paper in which we identify and systematize the new forms of access to information and communication experienced by contemporary society and their potentialities in the development of teaching environments. The called u-PBL corresponds to PBL combined with the use of ubiquitous environments for teachers, learning tools for learning activities and collaborative learning environments for students, ensuring meaningful learning. Studying the main works that report the use of u-PBL, benefits were found for the teaching learning process. The methodology was a bibliographical review of the articles published between 2010 and 2018, in the bases Google Scholar and ScienceDirect. As a result of this analysis, emerged (i) environments adapted to different user profiles; (ii) different pedagogical activities in u-PBL; (iii) different methodologies of educational activities addressed when using u-PBL; and (iv) different technological languages implementing the environments used. It was concluded that u-PBL could be applied as a teaching-learning aid tool, acting directly and/or indirectly in areas such as Health, Computing, Environment, etc. Also, the need for studies that report the development of u-PBL interfaces that allow constant immersion of the student into the teaching-learning environment.

This research presents a work in progress in which we propose a mapping of digital experiences through the analysis of the behavior of a group of users from the social site Facebook with regard to the self perception of the interactive processes provided by some tools made available in this digital environment. We believe that the user of social networks, even when only recognizing the movements of their production process, access and information sharing reveals initial connection structures that act as mediating agents in the construction of social representations. Thus, the focus of interest is to observe the characteristics and properties conferred to the technological artifacts highlighting the correlation between the processes of distributed cognition and the participation in activities of collaborative construction in digital medium. This research assumed an exploratory nature, being the method employed essentially quantitative from the use of a structured questionnaire to perform the data collection organized by three sessions: a) characterization of the respondents; b) indication of the number of social networks that it is part of; c) evaluation scale composed of 15 variables on various aspects of interaction in the social network Facebook. The instrument was answered from a Likert scale of `5' (five) points, with values between `0' (zero) and `4' (four), zero being `totally disagree' and `4' (four) “I totally agree”. The questionnaire was applied on a university campus during the month of October 2017, with 10.79% of students enrolled in the institution responding to the instrument. The data obtained from the analyzes of the assertions of the questionnaire were examined by the SPSS software, through which the Principal Component Analysis (PCA) was used a multivariate statistical technique that consists in reducing a number of original variables in components not related to priori, aiming at reducing data to facilitate its interpretation.

The main contribution of this work is the development of a qualitative analysis on the behavior of a group of university students and teachers in relation to the type of motivation revealed by a process of awareness about their domestic electric energy consumption. The identification of this behavior profile enables the organization of motivational messages that, when sent to users of mobile technologies, can enhance the ubiquitous learning process in this work related to environmental education. The methodological approach used was the Discourse of the Collective Subject, which is a method that allows the researcher to know and describe descriptive opinions and representations, allowing the delineation of behavioral profiles. In the results we can observe the need for greater clarity regarding the information related to energy consumption. However, for this information to achieve a change in consumer behavior it is necessary that it be customized. This information can auxiliary to the learning process, due to the fact that technology is increasingly integrated with “anytime” and “anywhere” human actions and behaviors, providing a learning process that can be obtained on any occasions, contingencies, circumstances and contexts.

This research presents a work in progress in which we discuss the potentialities and challenges in the development of Persuasive Technologies (PTs) and the possible opportunities of use in the most diverse areas. However, we emphasize the impact of the use of Pts as a motivational agent of the teaching and learning process. More precisely, this work investigates the use of PT as a mediator of characteristics related to the individual's perception of emotions and behavior. More precisely we propose the the Fogg Behavior Model (FBM) transcription for a computer tool. To do this we use the Fuzzy Logic. In order to validate the framework, we present a application in a scenario focused on the reduction of electric energy consumption. The results validate the proposed modeling as it relates to the measurement of the indexes of ability and motivation.

The first Persuasive Technology (PT) emerged in the 1970s, and was being defined as an interactive computer system used to change human behavior. Research has shown the viability of these technologies in a variety of contexts such as advertising, reducing energy consumption, promoting healthy or well-being behavior and education. This research identifies and systematizes this area of knowledge, from the identification of the main works that relate the use of PTs in education. The methodology used was review of the works published between 2010 and 2017 of the state-of art, in the bases of Google Scholar, Springer, Elsevier, ACM. As a result of the analysis of the articles, we highlight as main focus the use of (i) PTs adapted to different user profiles; (ii) PTs applied in different pedagogical activities; (iii) PTs for different methodologies of educational activities; (iv) PTs developed in different technological languages. The PTs can be applied as learning aid instruments, acting directly and/or indirectly in the areas of Social Assistance, Health, Environment, Research and Development, Education and Advertising. Given this scenario, we observed the need to foster publications that problematize the interfaces of PTs in Education, especially architectures and/or technologies that involve, for example, Cyber-Physical Systems, that can extend the educational (physical) environment to the virtual world, in order to leave the student immersed constantly in a teaching environment.

The study of the motivational aspect and its relevance to the comprehension of the efficacy of learning has been the subject matter of several researches. According to the Self-determination Theory (SDT) there is a relation between the context, the motivation, and the performance of individuals in a given task. Thus, a continuum is defined between intrinsic, extrinsic, and lack of motivation; so individuals intrinsically motivated would perform optimally. In order to adequate the communication module of the system Sapiens for the learning of efficient energy consumption, this work has proposed to develop an instrument to evaluate the level of situational motivation of individuals, and to design persuasive messages to increase the engagement on the task, based on the motivation profiles described by SDT. For this, a methodology was defined comprising the following stages: (i) bibliographic research of the state-of-art scales to assess motivation; (ii) design of a data collection instrument in the form of a structured questionnaire; (iii) evaluation of the instrument considering an heterogeneous sample of 589 college, high-school, technical, master, and doctoral students, aged between 14 and 80 years, at three different situations (the library, the classroom, and leisure); (iv) design of the persuasive messages to enhance the user engagement on the task. The resulting instrument was named Ubiquitous Situational Motivation Scale (USMS), consisted in 18 questions presented as a 7-points Likert Scale, that measures four motivational factors with Cronbach alpha coefficients ranging from 0.61 to 0.86. Our study revealed that subjects' motivation profile varied according to the context, so leisure activities were respectively more related to intrinsic motivation than the library and the classroom activities, and suggests that classroom activities are probably more related to external regulation. The results were also consistent with the continuum hypothesis of SDT. The evaluation with potential users showed that the persuasive messages designed based on the motivational profiles were positively rated. From these results the persuasive module will integrated to the Sapiens platform so the performance of the users can be studied.

This paper presents a qualitative study about programming logic teaching in high school, based on the Discourse of Collective Subject. The project where this study is embedded aims to encourage a greater number of students in the areas of engineering and natural sciences, primarily girls. The main goal is to present how the high school students participating in this project understand issues related to computing learning and women inclusion in this area.