Orientador: João Roberto Gomes Faria / Resumo: O presente estudo trata do desenvolvimento de um mouse específico para idosos buscando atender às necessidades desse público em relação a usabilidade e desempenho considerando os declínios e as debilidades motoras decorrentes do envelhecimento. O modelo proposto, em forma de protótipo, foi avaliado em conjunto com outros quatro modelos de mouse, sendo um padrão, dois ergonômicos verticais e um ergonômico horizontal, por meio de testes de coleta e análise de dados de performance (tempo X número de erros), percepção e usabilidade (agradabilidade, estética, complexidade), antropometria das mãos, avaliação socioeconômica e de caracterização da amostra composta de 40 sujeitos, divididos em dois grupos distintos: Grupo de Idosos Experientes (GIE): foram incluídos neste grupo idosos (acima de 60 anos) que estavam adaptados ao uso do computador de mesa e mouse, n=20; Grupo de Idosos Inexperientes (GII): foram incluídos neste grupo idosos (acima de 60 anos) que não tinham nenhuma experiência com o uso de computador de mesa e mouse, n=20. Após a coleta de dados, três idosos do GIE e um idoso do GII foram descartados por não conseguirem concluir a tarefa. Os resultados mostraram que diferentes tipos de mouse interferem no uso e na percepção, bem como o grupo com menores dimensões na mão obteve melhores resultados em relação ao tempo de movimento, ainda que em relação ao número de erros a diferença não tenha sido relevante. Embora com um baixo ângulo de extensão de punho, o que mantém um... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study addresses the development of a specific mouse for the elderly seeking to meet the needs of this public regarding usability and performance considering the declines and motor weaknesses resulting from aging. A prototype of the proposed model was evaluated along with four other mouse models, being one standard, two vertical ergonomic and one horizontal ergonomic by means of performance tests – Fitts’ Law test – (time X number of errors), perception and usability (pleasantness, aesthetics, complexity). The sample consisted of 40 subjects divided into two distinct groups: a) Experienced Elderly Group (EEG, n=17); b) Inexperienced Elderly Group (IEG, n=19) who had some or no experience using a desktop and mouse respectively. Results showed the prototype made a positive difference in the average wrist extension angle well below the second best average angle among the other tested models. The results obtained using Fitts’ Law test showed that the proposed mouse model interferes in selection time, movement time and number of errors, considering the mouse design, format, and dimensions. Problems to execute the prototype mouse project, mainly its weight and button which was difficult to click, affected its use and results, causing its performance to be low during its use in both elderly groups (EEG and IEG). There was an exception regarding movement time in the EEG group, where the prototype obtained an average time below one of the models and very close to the time o... (Complete abstract click electronic access below) / Doutor

Digitalisering är ett ämne som är ständigt aktuellt och det verkar inte avta. För att kunna vara delaktig i samhället idag ställs höga krav på medborgare att klara av att använda internet och hantera digitala enheter. Men det är långt ifrån alla som har förmågan av att leva upp till de krav som ställs på dem, speciellt de äldsta i vårt samhälle. De hamnar i ett, vad man skulle kunna kalla, digitalt utanförskap. Syftet med denna studie är att försöka ta reda på vilka faktorer personer, som är äldre än 65 år, tror bidrar till äldres digitala inkludering. Tidigare forskning har kommit fram till att personer äldre än 65 år lider högre risk av att hamna just i ett digitalt utanförskap. Därför är det intressant att försöka ta reda på vilka faktorer personer som är 65 år och äldre tror antingen kan ligga till grund för eller öka äldres digitala inkludering.För att kunna ta reda på vilka faktorer personer äldre än 65 år tror bidrar till äldres digitala inkludering har en kvalitativ forskningsstrategi tillämpats. Sju intervjuer har genomförts med personer i åldrarna 65–84 år och personerna har haft varierande erfarenhet av att använda digitala enheter. Resultatet visar att flera respondenter känner sig digitalt exkluderade och att de inte känner sig som en del av den utveckling som sker i samhället. Flertalet respondenter använder till exempel inte mobilt bank-ID och att det är en viktig del för att kunna ta del av flertalet av de e-tjänster som erbjuds idag. Det har också framkommit att det saknas utbildningsmöjligheter för äldre att utveckla sin digitala kompetens. En följd av detta är att de, som inte har erfarenhet av att använda digitala enheter, oftare är beroende av att en nära anhörig har möjlighet att hjälpa dem för att klara av sin digitala vardag. / Digitalization is a topic that is constantly relevant and it does not seem to be declining. In order to be able to participate in society today, high demands are placed on citizens to be able to use the internet and manage digital devices. But it is far from everyone who has the ability to live up to the demands placed on them, especially the oldest in our society. They end up in what might be called digital exclusion.The purpose of this study is to try to find out what factors people, who are older than 65, believe contribute to the digital inclusion of the elderly. Previous research has concluded that people older than 65 years suffer a higher risk of ending up in digital exclusion. Therefore, it is interesting to try to find out what factors people who are 65 years and older believe can either be the basis for or increase the digital inclusion of the elderly.In order to find out which factors people over the age of 65 believe contribute to the digital inclusion of the elderly, a qualitative research strategy has been applied. Seven interviews were conducted with people aged 65–84 and the people had varying experience of using digital devices.The results show that several respondents feel digitally excluded and that they do not feel part of the development that is taking place in society. The majority of respondents use e.g. not mobile bank ID and that it is an important part of being able to take advantage of most of the e-services offered today. It has also emerged that there is a lack of educational opportunities for older people to develop their digital skills. A consequence of this is that those who do not have experience of using digital devices are more often dependent on a close relative having the opportunity to help them cope with their digital everyday life.

This study examined the perceptions of satisfaction, engagement, comfort, and confidence level with Web 2.0 technologies as learning strategies in online courses, as well as differences based on gender, age, race, income, and a correlation among these factors and digital skills. The researcher survey design was used for this study, and was sent to all adult learners enrolled in an undergraduate degree-completion or graduate program. The population of 2,100 adult learners was asked to participate in the study, and 134 adult learners completed it. Both descriptive and inferential statistics were conducted in order to address the research questions. The analysis consisted of one sample t tests and analysis of variance (ANOVA) in order to determine the level and differences in perception of Web 2.0 use and correlation. One sample t test indicated that respondents agreed or strongly agreed that they were satisfied, engaged, comfortable, and confident with Web 2.0 technologies. There were no significant differences among participants based on gender, age, income, or race in their overall satisfaction. When looking at individual survey items, results indicated that a female's comfort level in virtual meetings in online courses was significantly lower than males. The findings also showed that the Hispanics and other ethnic race groups' comfort level using social networking sites was significantly higher than that of the Caucasian and African American participants. However, the Caucasian groups' comfort level was significantly higher in social networking sites and instant messaging than that of African American groups. Moreover, both Caucasian and African American participants' confidence levels were significantly higher using Web 2.0 technologies at work than Hispanics'. Additionally, the study checked for correlations among digital literacy, satisfaction, engagement, comfort, and confidence, and positive correlations were found. An increase in confidence and satisfaction was associated with an increase in engagement, and increases in satisfaction were associated with increases in comfort. To summarize, most adult learners can learn and acquire digital literacy skills based on their satisfaction, engagement, comfort, and confidence in using Web 2.0 technologies in online learning. Digital literacy skills are needed for adult learners to participate in a digital and global society.

I världens snabbt ökande digitalisering är behovet av digitala samhällstjänster stort. Problemet är att dessa e-tjänster inte är tillgängliga för alla individer, vilket de ska vara enligt DOS-lagen. Tidigare forskning har kommit fram till att användargenererad information utgör framtiden för myndigheters e-tjänster. En samhällsgrupp som behöver undersökas vidare är individer med funktionsvariation, som står inför en ökad risk att hamna i ett digitalt utanförskap.  Denna studie har haft som syfte att undersöka användbarheten hos en svensk myndighets e-tjänster utifrån synvinkeln av användare med funktionsvariation. Om en förbättringspotential skall uppnås i upplevandet hos gruppen, så anser jag att verktygen för evidensbaserade studier inom detta område behöver vässas och specificeras gentemot målgruppens krav. Genom användbarhetstest har studiepersonerna undersökt Försäkringskassans webbsida och e-tjänster. Efter testet har studiepersonerna genomgått semistrukturerade intervjuer för att nå deras djupare uppfattningar och upplevelser kring Försäkringskassans webbsida och e-tjänsterna samt deras användning av digitala samhällstjänster.  Resultatet visar att studiepersonerna är delvis tillfredsställda med Försäkringskassans webbsida och e-tjänster. Orsaken är att deras tjänster och information är mer lättillgängliga för studiepersonerna digitalt och för att de generellt känner tillit till Försäkringskassan, däremot visar resultatet att två av fem studiepersoner inte självständigt kan använda Försäkringskassans webbsida och e-tjänster, vilket medför att de är digitalt exkluderade från dessa. Studiepersonerna uttrycker att det finns begreppssvårigheter, avsaknad av uppläsningsfunktioner, uttröttande läsning och svårigheter att hitta rätt information.  Studiens slutsats är att Försäkringskassan behöver fortsätta att vidareutveckla sin tillgänglighet efter DOS-lagens krav, eftersom inte alla studiepersoner upplevde deras webbsida och e-tjänster som användbara och eftersom de inte heller uppfyllde alla steg i inkluderingsarbetet mot digitalt utanförskap. / In the world's rapidly increasing digitalisation, the need for digital community services is great. The problem is that these e-services are not available to all individuals, which they should be according to the Swedish law of accessible digital public service. Previous research states that user-generated information is the future of government e-services. A social group that needs to be investigated further are the functionally diverse, who face an increased risk of ending up in digital exclusion.  The purpose of this study was to investigate the usefulness of a Swedish authority's e-services from the point of view of users with functional diversity. For a potential improvement to be achieved in the user experience, I believe that the tools for evidence-based studies in this area need to be sharpened and specified in relation to the target group's requirements. Through usability tests, the study subjects have examined the Swedish Social Insurance Agency's website and e-services. Following the test, the study subjects underwent semi-structured interviews to find out their deeper perceptions and experiences about the Swedish Social Insurance Agency's website and e-services, as well as their use of digital community services.  The results show that the students are partially satisfied with the Swedish Social Insurance Agency's website and e-services. This is because their services and information are more easily accessible to the study persons digitally and because they generally feel confident in the Swedish Social Insurance Agency. However, the results also show that two out of five study subjects cannot independently use the Swedish Social Insurance Agency's website and e-services, which means that they are digitally excluded from these. The study subjects express that there are conceptual difficulties, lack of reading aloud functions, tiring reading, and difficulties in finding the right information.  It is concluded that The Swedish Social Insurance Agency needs to continue further developing their accessibility in accordance with the requirements of the law of accessible digital public service, as not all study participants perceived their website and e-services as useful, nor did they fulfil all steps in the inclusion work against digital exclusion.

Digitalization has posed challenges for individuals with mental health disorders, creating a digital divide that hinders their integration into the digital society. This case study delved into the experiences of members at the Fountain House in Lund, a group of people diagnosed with mental health disorders. The study aimed to uncover the digital barriers they faced, thus contributing to the discussion on digital inclusion and the divide. Through extensive research, the study examined the digital divide comprehensively, emphasizing the role of social sustainability in achieving digital inclusion. Barriers such as missing skills, technical, external, and individual were meticulously analyzed. Based on these findings, a prototype was developed to bridge the digital divide and foster digital inclusion. The study's efforts in addressing digital barriers at the intersection of digitalization and mental health disorders offer insights into the digital divide and practical strategies for achieving social sustainability in the digital age.

The aim of this thesis is to examine the opinions of Swedish public library staff, managing makerspaces, regarding the role of their spaces. The material is derived from four semi-structured interwievs with, and four e-mail answers from staff managing makerspaces at seven public libraries in Sweden. Directed content analysis was used to interpret the results of the empirical study. The theoretical framework is based on a model for library development presented in 2012 by the Danish researchers Henrik Jochumsen, Casper Hvenegaard Rasmussen, and Dorte Skot-Hansen. According to the model, the library´s mission is to support the following four goals: experience, involvement, empowerment, and innovation. The model also presents four spaces, in which the goals should be supported. These spaces are: the inspiration space, the learning space, the meeting space, and the performative space. The results show that the interviewees view makerspaces in their public libraries as a way to promote democracy and digital inclusion by offering collaborative learnings spaces.

Esta dissertação tem o intuito de contribuir para a discussão a respeito da formação continuada presencial e online de profissionais jovens e adultos que trabalham como agentes de inclusão digital, em telecentros públicos de acesso à internet, e contribuir para a formulação de melhores práticas. Para tanto, foi realizada uma investigação do Projeto de Formação Continuada do Programa de Inclusão Digital AcessaSP, que reúne atualmente um mil cento e setenta e dois monitores espalhados por todo o Estado de São Paulo, com o objetivo de analisar os impactos da formação continuada na qualificação desses profissionais e estabelecer uma relação entre a proposta de formação continuada do Programa e uma teoria de aprendizagem da educação de adultos. Este trabalho se propôs a responder à seguinte questão: Em que sentido a formação continuada oferecida aos monitores dos postos do Programa de Inclusão Digital AcessaSP contribui para a qualificação desses profissionais garantindo uma aprendizagem efetiva das ações que fazem parte da sua atividade? Por reconhecermos que o objeto em estudo faz parte de um contexto particular, esta pesquisa se caracteriza como um estudo de caso, conforme descrição de Ludke e André (1986), e utilizou uma metodologia híbrida, por envolver aspectos quantitativos e qualitativos. Como fontes de informação, utilizamos dois tipos de questionários: com questões fechadas e alternativas pré-determinadas, realizado para todo o grupo de monitores do Programa, e com questões abertas, respondido por um grupo selecionado de acordo com critérios estabelecidos, de forma a nos levar a obter indícios de resposta ao problema. Os conceitos de andragogia e de heutagogia, como perspectivas atuais da educação de adultos, contribuíram para a definição do principal referencial teórico deste trabalho, complementados pelo mapeamento das discussões de vários autores acerca da formação de adultos. / This thesis intends to contribute to the discussion related to classroom and online continuing education of young and adult professionals who work as agents of digital inclusion in public internet access centers, and to contribute to the formulation of best practices. As such, an examination of the Continuing Education Project of AcessaSP Digital Inclusion Program, which includes one thousand, one hundred and seventy two instructors scattered across the State of São Paulo, was held with the objective of analyzing the impacts of continuing education in the qualification of these professionals and establishing a connection between the Programs continuing education proposal and a theory on adult learning. This paper aims to answer the following question: In what sense the continuing education offered to the instructors of AcessaSP digital inclusion program contributes to the qualification of these professionals and ensures an effective learning of actions that are part of this activity? By acknowledging that the object under study is part of a particular context, this research is characterized as a case study, according to the description of Ludke and André (1986), and has used a hybrid methodology, as it involves quantitative and qualitative aspects. As sources of information, two types of questionnaires were used, one with closed and multiple choice questions given to the entire group of Program instructors, and one with open questions given to a selected group according to determined criteria, leading us to gather answers to the proposed problem. The concepts of andragogy and heutagogy, as current perspectives on adult learning, contributed in defining the main theoretical reference for this thesis, complemented by mapping the discussions of various authors on adult education.

Esta pesquisa objetiva avaliar a política pública de inclusão digital implantada no município de Tiradentes por meio do Projeto UCA-Total. A inclusão digital é fator de suma importância para a integração das classes menos favorecidas, auxiliando ainda na inclusão social dessas classes. Entende-se que a difusão das Tecnologias da Informação e Comunicação – TICs – minimiza o abismo digital que potencializa as desigualdades sociais e contribuem com profundas modificações na forma de ser e de pensar da humanidade. No entanto, é importante viabilizar o acesso às TICs para que as pessoas possam adquirir conhecimentos, habilidades e aptidões, características essas essenciais na sociedade da informação. Nesse contexto, o governo vem criando políticas públicas para promover a inclusão digital. Dentre diversas ações, algumas ganham contornos educacionais, como é o caso do projeto “Um Computador por Aluno”, que tem como intuito a difusão de computadores portáteis educacionais a alunos das escolas públicas do país. No âmbito do programa, o município de Tiradentes, em 2010, foi contemplado com um projeto UCA-Total, por meio do qual todos os alunos de todas as escolas públicas da cidades ganhariam o laptop educacional. Assim, na perspectiva de análise do ciclo de vida do Projeto UCA-Total em Tiradentes, faz-se necessária a avaliação de resultados e do impacto do projeto na cidade. Para tanto, realizou-se no município, tomado como estudo de caso, uma pesquisa exploratória com abordagens quantitativas e qualitativas relativas aos dados coletados por meio de questionários e entrevistas com professores, alunos e gestores do projeto. Foi possível observar que a incorporação de novas tecnologias na escola vai muito além da aquisição de infraestrutura física e de recursos humanos especializados, exigindo gestão, proposta e planejamento e, sobretudo, metodologias que favoreçam o uso das tecnologias como recursos facilitadores da aprendizagem, além de estratégias desenvolvimento social, econômico e cultural da sociedade. / This research aims at evaluating Public Politics of Digital Inclusion, set up in Tiradentes by using the Project Uca-total. It is said that digital inclusion is such an important tool to integrate lower classes, and it also helps them in the social inclusion. Therefore, the broadcasting of Information and Communication Technologies-TICs-minimizes the digital gap that empowers social inequality which contributes with deep changes in the way people think and act. Moreover, it is crucial to facilitate TCIs access to guide people to acquire knowledge, abilities and skills, essencial characteristics in the information society. Taking this context into consideration, the Government have been creating Public Politics, in order to promote digital inclusion. Among others, some actions get educational proportions, as the project “A computer for each student”, which holds the objective of the sorting out educational portable computers to students from public schools in the country. Considering the programme, Tiradentes, in 2010, was gifted with the project UCA Total, through that, all students from every public school in town, would receive the educational laptop. By this attitude, in the perspective of the analysies of life cicle of the Project Uca-Total in Tiradentes, was made necessary the evaluation of results and the impact of the project in the town. Thus, an exploiratory research was accomplished in town, followed by a case study, with quantitative and qualitative approaches, to collect data by questionnaries, interviews with teachers, students and project administrators. Furthermore, it was also possible to observe the incorporation of new technologies at school, going beyond the acquisition of physical infrastructure and of specialized human resourses. When management, proposal, planning,and above all, methodologies that favor the use of technology with facilitator resourses of learning were demanding. Besides social, economical and cultural development strategies of the society.

Made available in DSpace on 2016-04-04T18:31:19Z (GMT). No. of bitstreams: 1 CARLOS SALDANHA.pdf: 2117803 bytes, checksum: 2021a031c03613d9b6c2df0e8e8aba68 (MD5) Previous issue date: 2007-06-28 / Digital Inclusion is currently a concerning subject especially in those urgent countries. In Brazil there have been various initiatives and experiences regarding this subject, both from government parts (Federal, State and Urban) and through Non-Profitable Organizations and private companies. The approach to low-cost Broadband Internet has been one of the main barriers to the effectiveness on these initiatives. The goal of this current work is to find new concepts and connection management and voice services, data and video (triple play) in a unique wireless connection focusing on digital inclusion. The used wireless technology is the World Interoperability for Microwave Access (WiMAX), whose frequency is of 5,8 GHZ, which permission is not required for its usage along with National Telecommunication Agency (ANATEL) and to the access point, the wireless fidelity technology (Wifi). Some main convergent WiMAX technology characteristics are described in this work with new Triple Play services to hold a multipoint-point enlacement, causing an establishment to link a case study between the School and PUC-Campinas in order to investigate the performance and application factors. The results on the efficiency of metropolitan wireless network (WMAN) as well as the Triple Play services were profitable, defining a new method on prediction of coverage area and user s quantity. / Inclus?o Digital ? hoje um tema de muita preocupa??o, principalmente nos pa?ses denominados emergentes. No Brasil existem diversas iniciativas e experi?ncias relativas a esse assunto, tanto por parte dos governos (Federal, Estadual e Municipal), como tamb?m por parte de ONG s e empresas privadas. O acesso ? Internet Banda Larga a baixo custo tem sido uma das principais barreiras para a efetiva??o dessas iniciativas. O prop?sito do presente trabalho ? definir novos conceitos e par?metros de conex?o e servi?os de voz, dados e v?deo (triple play) em uma ?nica conex?o sem fio com foco na inclus?o digital. A tecnologia de conex?o sem fio (wireless) utilizada ? o World Interoperability for Microwave Acess (WiMAX), de freq??ncia 5.8 GHz, que n?o requer licenciamento para a sua utiliza??o junto a Ag?ncia Nacional de Telecomunica??es (ANATEL) e para o ponto de acesso, a tecnologia wireless fidelity (WiFi). Neste trabalho est?o descritas as principais caracter?sticas da tecnologia WiMAX convergentes, com os novos servi?os Triple Play para a realiza??o de um enlace ponto-multiponto, estabelecendo-se um link para estudo de caso entre a Escola e a PUC-Campinas, para a investiga??o dos fatores de desempenho e aplica??es. Os resultados de efici?ncia da rede sem fio metropolitana (WMAN) com os servi?os Triple Play foram satisfat?rios, definindo-se um novo m?todo de predi??o da ?rea de cobertura e do n?mero de usu?rios.

O uso de novas tecnologias em sala de aula tornou-se foco da atenção de pesquisadores e instituições escolares. Além de a inclusão digital favorecer o acesso dos indivíduos à produção cultural, a presença dos meios digitais na escola tem se mostrado uma boa forma de encontro com um aluno que convive diariamente com computadores, celulares e uma infinidade de aparelhos eletrônicos. Ao adotarmos o uso de recursos digitais (como sites, blogs, e-mails, chats, podcasts e hipermídias) como modo de apresentação e divulgação de trabalhos e pesquisas escolares, apoio ao ensino, incentivo à discussão e ao debate, temos em mente que nosso aluno, nascido em meio às mudanças tecnológicas vivenciadas nos últimos 20 anos, demonstra afinidade com as linguagens que constituem o universo digital - o ciberespaço. Tendo em vista, pois, a importância da educação tecnológica para a promoção da inclusão digital, a crescente exigência de pais, alunos e intituições escolares para que a escola invista em tecnologia e no desenvolvimento das habilidades a ela relacionadas, nosso trabalho tem como objetivo avaliar e propor o uso, em Educação, de dois recursos digitais: hipermídias e blogs. Para tanto, apresenta pesquisa bibliográfica acerca de sua configuração e das relações entre Educação e Tecnologia. Além disso, discute quatro experiências realizadas com alunos do Ensino Fundamental e do Ensino Médio de uma escola privada do município de São Paulo, e apresenta o ponto de vista de alguns professores envolvidos. Dessa forma, pretendemos colaborar para que o professor interessado em fazer uso de tais recursos entenda um pouco melhor algumas possíveis contribuições da Tecnologia na área da Educação e sinta-se estimulado a usá-la em sua prática. / The use of new technology for classroom teaching has become focus of attention for many researchers and educational institutions. Beyond the fact that digital inclusion provides individuals with access to cultural production, the presence of digital media in the classroom has been a good pathway towards approaching the students, who deal with computers, cell phones and a multitude of electronic devices on a day-to-day basis. By adopting the use of digital resources (such as websites, blogs, email, chats, podcasts and hypermedia) as a means of presentation and dissemination of research work in class and as support to education, encouraging discussion and debate, we have in mind that our students, born in the midst of technological changes experienced in the past 20 years, show they are familiar with the languages which build the digital universe the cyberspace. Therefore, considering the importance of technology education for the promotion of digital inclusion and the growing demand of parents, students and institutions towards schools investing more in technology and in development of skills related to it, our study aims to evaluate and propose the use of two digital resources in Education: hypermedia and blogs. For that purpose, it includes literature concerning their configuration and the relations between Education and Technology. In addition, it discusses experiences with students in both Elementary School and High School at a private school in the municipality of São Paulo, and it presents the views of some of the teachers involved. Thus, we intend to help teachers, who are interested in making use of these resources as teaching tools, to better understand some of the contributions Technology has made available for them in the field of Education and to feel encouraged to use them in their practices.