Intelligent Games Laboratory

LAGINT

Intelligent Games Laboratory

Intelligent games are developed based on unconscious metacognitive aspects that must be nurtured in children. Cognitive functions, code-languages, AUDIO-VISUAL linguistic channels, task processes, semiotic levels, and the number of visual and auditory elements are part of the games' affordance. There is a significant difference between didactic and metacognitive games, as the latter allow the child to take a metaprocessual leap where the game serves their development, grounded in a strong theoretical foundation. Metacognitive games aim to deepen research on image AND SOUND in the process of how the brain learns—that is, how human cognition works.

Research and Education

An exercise of inseparability in undergraduate and graduate education — as a guiding principle of the quality of university production — offering the project team students a unique experience of simultaneously experiencing the relationships between science and social reality, while also contributing to the reflection and (re)construction of concepts and values in their pedagogical practices, in a more dialogical and creative perspective, in order to redefine their teaching-learning process as educators.

Recent Activities

MODEL TO ENABLE NARRATOLOGICAL COMPETENCIES THROUGH PSYCHOMOTOR SKILLS AND CHILDREN'S LITERATURE — In light of the high rates of functional illiteracy, reaching up to 30% of the Brazilian population aged 15 to 64, a preventive model is proposed to improve literacy levels starting from early childhood and primary education. The chosen axis is narrative, as it appears in social, political, and educational contexts, is part of humanity's history, and is a concrete ability for children to communicate, create, and think—three essential educational purposes in Aucouturier psychomotor practice, which supports this study along with children's literature. Both literature and psychomotricity foster the development of imagination, personality, spatial and temporal awareness, as well as stimulate emotions and feelings in a meaningful, reflective, and enjoyable way. These are among the basic foundations for narrative thinking, which cannot exist without the child's representative and symbolic capacity.