000146984 001__ 146984
000146984 005__ 20241205091043.0
000146984 0247_ $$2doi$$a10.1109/TLT.2022.3155993
000146984 0248_ $$2sideral$$a128665
000146984 037__ $$aART-2022-128665
000146984 041__ $$aeng
000146984 100__ $$0(orcid)0000-0003-4424-0770$$aCerezo, E.$$uUniversidad de Zaragoza
000146984 245__ $$aWorking attention, planning and social skills through Pervasive Games in Interactive Spaces
000146984 260__ $$c2022
000146984 5060_ $$aAccess copy available to the general public$$fUnrestricted
000146984 5203_ $$aVideo games can serve as educational tools that make easier the development of creative, critical and communicative skills. After detecting that video games may decrease physical activity and social interactions, real world is coming back to computer entertainment, with a new gaming genre: Pervasive games. These games integrate physical and social aspects of real world, so that they overcome the limitations of traditional games in the spatial, temporal or social dimensions. Interactive spaces are a natural place to deploy pervasive games, as they both share their ubiquitous computing nature. Thus, we have tried to explore the possibility of having pervasive games in interactive spaces playing a role as learning tools, specifically for developing attention, planning and social skills. This way, we have designed a pervasive game to be played in an interactive space to work on those aspects. The game is made up by ten different missions. Also, we have developed an observation and analysis model that allows identifying which processes get activated during the game, and we have carried out an evaluation with the model with the intention of validating the usefulness of the activities and of the model. Lastly, we have obtained some recommendations for the design and mediation of pervasive games in interactive spaces. IEEE
000146984 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000146984 590__ $$a3.7$$b2022
000146984 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b58 / 269 = 0.216$$c2022$$dQ1$$eT1
000146984 591__ $$aCOMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS$$b54 / 110 = 0.491$$c2022$$dQ2$$eT2
000146984 592__ $$a1.14$$b2022
000146984 593__ $$aComputer Science Applications$$c2022$$dQ1
000146984 593__ $$aEngineering (miscellaneous)$$c2022$$dQ1
000146984 593__ $$aEducation$$c2022$$dQ1
000146984 593__ $$aE-learning$$c2022$$dQ1
000146984 594__ $$a8.5$$b2022
000146984 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000146984 700__ $$0(orcid)0000-0002-8118-1012$$aAguelo, A.$$uUniversidad de Zaragoza
000146984 700__ $$0(orcid)0000-0002-7439-8459$$aComa, T.$$uUniversidad de Zaragoza
000146984 700__ $$0(orcid)0000-0001-9895-0837$$aGallardo Casero, J.$$uUniversidad de Zaragoza
000146984 700__ $$0(orcid)0000-0002-6247-6990$$aGarrido, M. A.$$uUniversidad de Zaragoza
000146984 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000146984 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000146984 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000146984 7102_ $$15007$$2570$$aUniversidad de Zaragoza$$bDpto. Informát.Ingenie.Sistms.$$cÁrea Lenguajes y Sistemas Inf.
000146984 773__ $$g15, 1 (2022), 119-136$$pIEEE TRANSACTIONS ON LEARNING TECHNOLOGIES$$tIEEE Transactions on Learning Technologies$$x1939-1382
000146984 8564_ $$s1402697$$uhttps://zaguan.unizar.es/record/146984/files/texto_completo.pdf$$yPostprint
000146984 8564_ $$s3309010$$uhttps://zaguan.unizar.es/record/146984/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000146984 909CO $$ooai:zaguan.unizar.es:146984$$particulos$$pdriver
000146984 951__ $$a2024-12-05-08:46:05
000146984 980__ $$aARTICLE