Bruno Amaral de Andrade: PhD Candidate in the Post-Graduate Program in Architecture and Urbanism (NPGAU) of the Federal University of Minas Gerais (UFMG), Brazil. Master in Architecture and Urbanism by the Post-Graduate Program in Architecture and Urbanism (PPGAU) of the Federal University of Espírito Santo (UFES). Master sandwich at the Università degli Studi di Firenze (UNIFI), linked to the Laboratorio di Progettazione Ecologica degli Insediamenti (LaPEI). Associate Researcher at the Heritage and Development Laboratory – Patri_Lab / UFES (2010 -). Research Associate to the “Società dei Territorialisti” – SdT (2014 -). PhD Researcher at the Geoprocessing Lab / UFMG (2015 -) on Geoprocessing in the Management of Urban and Environmental Landscape. PhD sandwich in the “Doctorate Program in Engineering of Spatial Planning Sciences”, at the Technische Universität Wien (TUWIEN) 2016/2017. Mainly works in the areas: Planning and Management of Territorial Heritage, Citizen Participation; Geoprocessing; Geogames; Game-Based Learning; Research Methodology.
Co-authors: Ana Clara Mourão Moura: Professor in Urban Planning at the Federal University of Minas Gerais. Ítalo Sousa de Sena: Geoprocessing Lab, School of Architecture, Federal University of Minas Gerais, Brazil.
Federal University of Minas Gerais
Tirolcraft 2.0: The Quest for Children to Shape their Heritage Values using Geogames
Panel talk, FROG main conference | Friday, 13th October, 16:30 – 17:00
Advancing on the research of the gamification of the territorial heritage representation in which children played the role of planners in Tirol in Brazil by virtually co-designing their own heritage values at the landscape directly in Minecraft (de Andrade et al, 2016), now, the goal is to work towards concepts of geogames (Schlieder, 2014), playful civic participation (Poplin, 2012) and child-embodied interaction (de Andrade, 2017) in order to enhance the player experience amongst children to reach both game making and research. The territory of study is Tirol town, in the municipality of Santa Leopoldina, in the state of Espírito Santo, in Brazil, and the target group are children around 09 and 13 years old, from the public School of Tirol. Hence, at the same time that the pupils are working on their perception and cognition skills by shaping their territory in Sketchup and Minecraft, there’s an important game based-learning effect related to critically reflect on the values of use and existence, which supports a sense of conscious of place (Bellandi and Magnaghi, 2017; Becattini, 2015) and, moreover, a sense of spatial planning learning anchored on heritage values. In effect, the research question is how can shaping the territorial heritage in Minecraft be a value learning platform for children? And so, can this serve to shape a new generation more prepared to intervene on the territory? The next step will be to explore their heritage landscape design using a VR (Virtual Reality) Cardboard technology, to provide a new degree of spatial immersion and improve player’s’ embodiment cognition, and then to co-design self-sustainable development scenarios using the Geodesign approach (Steinitz, 2012).3