O trabalho “Transmedia Narrative Games as a Tool for Neuroscience Teaching and Learning in child and Youth Public Awareness” (Jogos de narrativa transmídia como ferramente de Ensino-Aprendizagem para a conscientização pública de crianças e adolescentes) foi apresentado no encontro anual da Society for Neuroscience de 2010, expondo os resultados de um projeto de desenvolvimento de Glaucio Aranha e Alfred Sholl-Franco, ambos pesquisadores do CeC-NudCEN.
ARANHA, Glaucio, SHOLL-FRANCO, Alfred. TRANSMEDIA NARRATIVE GAMES AS A TOOL FOR NEUROSCIENCE TEACHING AND LEARNING IN CHILD AND YOUTH PUBLIC AWARENESS In: 40th Annual Meeting of Society for Neuroscience – Neuroscience 2010, 2010, San Diego. 2010 Neuroscience Meeting Planner. Society for Neuroscience, 2010. Disponível em http://www.sfn.org/skins/main/pdf/abstracts/am2010/ThemeHPoster.pdf
Abstract: Contemporary society is marked by the convergence of different medias producing a technological culture. In this way, new medias can contribute to the development of new tools for neuroscience teaching and learning representing a pivotal strategy for child and youth public awareness. The “NeurAventura” (NeurAdventure) project is an empirical research based on transmedia narrative games that proposes the talk between several medias resources for the construction of a different fiction narrative aligned with neuroscience‟s contents. This experience involves the conception of social game, reinforcing the sense of gathering (play with friends), expression (singular experience for each player), and investment (sense of participation at the diegesis construction). Theoretically, this research incorporates concepts, methods and techniques from child and youth literature, narrative and media studies, and cognitive science, demanding the convergence of multidisciplinary enforces. Initially, we develop a specific object of study, the “NeurAventura: Comando Imuno” (NeurAdventure: Immune Command), that explores the narrative in a diegetic world related to basic concepts of neuroimmunology andbiotechnology. A transmedia narrative game demands attention for some cognitive aspects to improve the teaching and learning process as: motivation, interaction, and immerging strategies, exploring the non-formal ways for learning. It also evokes the use of distinct media structures associated with the processes of narrative composing, as for example: web applications, hypertext, video, music, books, newspapers, magazines, journals, etc. The player‟s goal is to discover and co-author the story showed to him/her as an enigma. The player needs to collect information seeking to solve the challenge (quests) what increases his/her knowledge about neuroscience as he/she progresses further in the narrative. Our results indicate that the game helps as a starting point for raising awar. Palavras-chave: Transmedia narrative, narrative games, neuroscience, teaching, learning, Games