Orientador: Samuel Rocha de Oliveira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T16:42:27Z (GMT). No. of bitstreams: 1 Cardoso_ValdineiCezar_D.pdf: 4997650 bytes, checksum: 1a1744fbebd33d7857dac964fbba6f66 (MD5) Previous issue date: 2014 / Resumo: Neste trabalho, buscamos investigar em que medida os vídeos digitais e a metodologia de ensino podem contribuir para a conceitualização em Álgebra Linear. Para isso, ministramos dois cursos, com 68 horas de duração cada um, em dois cenários: o primeiro com uma turma presencial e a gravação de pequenas partes das aulas e o segundo utilizando a metodologia das aulas reversas. Nosso referencial teórico foram as Teorias: dos Campos Conceituais, dos Registros de Representação Semiótica e Cognitiva da Aprendizagem Multimídia. Por meio deste estudo, identificamos e analisamos teoremas em ação que emergem durante a resolução de situações-problemas. A abordagem utilizada na investigação foi a pesquisa qualitativa, seguindo a abordagem de Campbell e Stanley (1979). Entre os resultados encontrados, destacamos que a forma como os estudantes utilizam os vídeos digitais para estudar Álgebra Linear está diretamente relacionada com a metodologia de ensino adotada pelo professor. Em particular, percebemos que o uso de vídeos, associado às aulas reversas, contribui para a aproximação entre estudantes e professor durante as aulas, o que facilita a mediação docente durante o processo de conceitualização nessa disciplina / Abstract: In this work, we sought to investigate to what extent digital videos and teaching methodology can contribute to the conceptualization in Linear Algebra. For this, we ministered two courses, which were 68 (sixty-eight) hours long, in two scenarios. The first class was with attendance and recordings of small parts of the lessons, the second class using methodology of the reverse lessons. Our theoretical framework was the theories of conceptual fields and semiotic representation registers and the cognitive theory of multimedia learning. Through this study, we identified and analyzed theorems in action that emerges during the resolution of problem situations. The approach used in the research was qualitative research, following the approach of Campbell and Stanley (1979). Between the results, we highlight that the way the students use the digital videos to study Linear Algebra is directly related with the methodology of teaching adopted by the teacher, in particular, we realized the use of the videos, associated to the reversed lessons contribute to the approach between students and teacher, during the lessons, which makes the teacher mediation easier during the process of conceptualization in this subject / Doutorado / Ensino de Ciencias e Matematica / Doutor em Multiunidades em Ensino de Ciências e Matemática

Given the controversial history of the music genre hiphop it is important to investigate how the genre is representing violence and drugs. Since the beginning of hiphop the content of the genre has been heavily criticised for its explicit references to drugs and violence. The controversial genre is growing in popularity and in modern Sweden the hiphop genre is topping  music charts.  This study aims to research the change in how acclaimed Swedish hiphop artists represent violence and drugs in their music videos, today versus 20 years ago. The study analyses four different award winning artists' music videos from two different time periods, using Stuart Hall's representation theory (1997) as its theoretical framework. Two of the chosen music videos are from the later half of this decade and the other two are from the early 2000s. The studied artists are Z.E, Einár, Petter and Timbuktu; their videos have been analysed by using the methodological semiotic approach, which utilises the denotative and connotative levels when analysing media content. The result of the study shows that there is a change in how these acclaimed hiphop artist from these two generations represent drugs and violence in their videos. Especially it is shown that the modern era of acclaimed Swedish hiphop artist are connecting heavy drugs with success and social status. Simultaneously they use violence to build a threatening and powerful image of themselves. The older generation only represent lighter drugs which are portrayed in festive contexts and their negative consequences are presented. It should be noted that any violence portrayed in their videos is neutralised by the use of humor and levity.

Research has shown that motor skill performance can be improved with the use of a dynamic visual model that helps to create a cognitive representation and serve as a standard for learning. The purpose of this project is to produce a demonstration videotape that thoroughly analyzes the basic actions involved with pitching a softball for strikes.

Digital advertising has become a multi-billion-dollar industry; and it is growing tremendously each year. In times of strong market dynamics, marketers are particularly aware of Facebook advertising as a powerful advertising form. The dynamic market situation also magnifies the need for marketers to monitor and analyse consumers' perceptions. The purpose of this study was, thus, to assist marketers in understanding the influence of targeted Facebook advertising through mobile devices on South African consumers' advertisement perceptions. The form of advertising investigated was in-stream advertisements. The aim of this study was to explore the role of South African consumers' emotions in relation to these consumers' attention to the targeted in-stream advertising on Facebook delivered via mobile phones. South African consumers view videos on their mobile phone through the Facebook platform, which can be interrupted by targeted Facebook advertising. This study investigated the role that the interruption of video watching bears in relation to the interpretation and perception of the advertisement by these consumers. Another objective was to explore the role of South African consumers' attitudes towards brands in relation to what these consumers remember from the advertisements delivered through mobile targeted in-stream Facebook advertising. The sample consisted of 13 South African consumers and was acquired using purposive sampling. This study was based on a perception-formation model, which is a composition formed from the perception models of different authors. The model was investigated using qualitative interviewing and the data gathered was analysed through qualitative content analysis. The results of the study provide support for the theoretical framework and suggest that consumers' perception of in-stream advertising on Facebook is influenced by various factors such as the nature of Facebook usage, emotions, the disruption caused by the advertising, the attitude towards the brand and the Facebook video viewed. Marketers may be able to influence consumers' perception of in-stream advertisements through more precise targeting, a better fit between the in-stream advertisements and the video and by limiting the advertisement occurrence. By shedding light on South African consumers' perceptions of targeted in-stream advertising on Facebook, this thesis could serve as a basis for marketers' decisions, and also lay the foundations for future academic research in this field.

In der vorliegenden Synopse werden drei veröffentliche Publikationen gebündelt. Die Experimente tragen zur aktuellen wissenschaftlichen Diskussion über die positiven oder negativen Auswirkungen sozialer Entitäten und sozialer Hinweisreize in digitalen Lernmedien bei. Zunächst werden die theoretischen Grundlagen zusammengefasst. Weiterhin werden die Methoden, die zentralen Ergebnisse und auch die Implikationen und Limitationen diskutiert. Die bisherige und vor allem aktuelle Literatur zu diesem Forschungsschwerpunkt hat inkonsistente Ergebnisse hervorgebracht (z.B., Dinçer & Doğanay, 2017; Mayer & DaPra, 2012; Stull et al., 2018; Wang et al., 2018; Wilson, 2018). Klassische kognitive Lerntheorien wie die Cognitive Load Theory (CLT; Sweller, 1994; Kalyuga, & Singh, 2016) und die Cognitive Theory of Multimedia Learning (Mayer, 2014a) postulieren einen negativen Einfluss zusätzlich implementierter sozialer Entitäten auf Lernprozesse. Zusätzliches visuelles Material muss zwangsläufig zusätzlich zu dem eigentlichen Lernmaterial verarbeitet werden, wodurch eine kognitive Überlastung resultieren kann (Sweller et al., 2011). Soziale Entitäten wirken somit tendenziell ablenkend und sollten nicht implementiert werden. Andere Theorien, wie die Social Agency Theory (Mayer et al., 2003) oder die Cognitive-Affective-Social Theory of Learning with Media (CASTLM; Schneider et al., 2018b) postulieren im Gegensatz positive Einflüsse sozialer Entitäten und Hinweiszeichen auf Lernprozesse. Verfügbare kognitive Ressourcen werden nicht automatisch zur Schemakonstruktion genutzt (Huk & Ludwigs, 2009). Stattdessen aktivieren erst affektive, motivationale und auch soziale Prozesse diese Ressourcen. Soziale Entitäten können somit lernförderlich implementiert werden, da durch Prozesse der sozialen Identifikation, parasozialen Kommunikation sowie der affektiven und motivationalen Stimulation, Lernprozesse positiv beeinflusst werden können. Trotz dieser inkonsistenten Befundlage sind soziale Entitäten in zahlreichen Lernmedien integriert. Sichtbare Dozierende befinden sich in vielen Massive Open Online Courses (MOOCs; z.B., Hernandez et al., 2013). Zusätzlich zu Lehrvideos sind soziale Entitäten, wie beispielsweise pädagogische Agenten in interaktiven Lernmedien enthalten (Lin et al., 2013). Neben vollständigen Figuren, sind simplere soziale Hinweiszeichen, wie beispielsweise sichtbare Hände vor allem in Demonstrationsvideos integriert (Fiorella et al., 2017). Neben den empirischen Inkonsistenten besteht somit allerdings eine große praktische Relevanz. Mit experimentellen Untersuchungen muss der Forschungsschwerpunkt aufgegriffen und weiter ausdifferenziert werden. Die inkludierten quantitativ-experimentellen Studien werden in Tabelle 1 zusammengefasst. Im Weiteren wird die Methodik der Untersuchungen kurz zusammengefasst. Hierzu werden Probanden, Designs der Studien, Materialen und Messverfahren der abhängigen Variablen skizziert. Wie auch bei den anschließenden Ergebnissen ist die Beschreibung stark komprimiert, um Redundanzen mit den enthaltenen Artikeln zu vermeiden. So werden in der Synopse jene relevanten Kernergebnisse präsentiert, welche später im Fokus der Diskussion stehen. Neben Lernergebnissen werden hierbei auch kognitive, soziale und affektive Variablen untersucht, um einen detaillierten Einblick in den Lernprozess zu erlangen. Daraus leiten sich die folgenden Implikationen, Limitation und zukünftigen Forschungsprozesse ab. Es konnte experimentell festgestellt werden, dass durch gezielte Veränderungen des Designs, der Präsentation oder des Verhaltens von sozialen Entitäten Lernprozesse gefördert werden können. Dies spiegelt sich nicht nur in den Lernergebnissen wieder, auch Prozessvariablen wie bestimmte Facetten der parasozialen Interaktion konnten gezielt beeinflusst werden. Somit konnten Grundannahmen und Implikationen der Social Agency Theory und CASTLM experimentell gestützt werden. Die Wirkmechanismen sozialer Hinweisreize in Instruktionsvideos konnten herausgearbeitet werden und somit wurde durch theoriegeleitete experimentelle Methodik ein essentieller Beitrag zur gegenwärtigen Diskussion bezüglich sozialer Entitäten in multimedialen Lernumgebungen erbracht. Darüber hinaus können aus den Untersuchungen unmittelbare praktische Implikationen zur Gestaltung sozialer Entitäten abgeleitet werden. Die vorliegende Synopse zielte darauf ab zu untersuchen, wie soziale Entitäten möglichst effektiv in Lernumgebungen integriert werden können. Sie untersucht allerdings nicht ob eine grundlegende Integration sinnvoll ist, da keine Kontrollgruppen ohne Entitäten untersucht wurden. Diese bisherige Einschränkung ist eine Forschungsherausforderung gegenwärtiger und zukünftiger Projekte des Autors. Weiterhin sind die einbezogenen Studien der Synopse Grundlage weiterer Forschungsprojekte zu Effekten von Perspektive, Stimme und Verhaltensweisen von Personen und pädagogischen Agenten in Lehr-/Lernszenarios.

In recent years, YouTube has evolved from a user-generated platform to a platform that thrives on professionalized and marketable content, otherwise known as the era of the social media influencer (Kim, 2012;). This thesis applies neutralization and Millsian theories to help unpack the widespread fraud and deceptive advertising on the platform within a neoliberal capitalist context. The focal points of this thesis are apology videos in the wake of deceptive/fraudulent advertising scandals, cancel culture, and the symbiotic relationship that influencers and corporations share in paid sponsorships on YouTube. The findings indicate that influencers function similarly to corporate entities during scandals and engage in neutralizations to protect their reputation, brand, and business relationships (Schoultz & Flyghed, 2019; Whyte, 2016). This thesis also points to the legal challenges in holding influencers accountable at the level of domestic advertising agencies and on YouTube itself. Lastly, this thesis questions the invisibility of corporations in these scandals regarding how this may be indicative of larger manifestations of corporate power in society.

Communication about biodiversity loss is insufficient and audiovisual stories can help to effectively communicate the problem. This research developed the optimum communication criteria for communicating effectively about biodiversity loss through audiovisual stories. We created our theoretical framework by combining contemporary research about audiovisual stories concerning science and studies on effective communication about biodiversity loss and conservation. Based on this framework and using relevant multimodal critical discourse analysis tools, we built an analytical model. We applied the model to the analysis of three contemporary audiovisual stories concerning biodiversity loss: Rang-tan: the story of dirty palm oil (Greenpeace International, 2018), “Dream” (Wildlife Conservation Film Festival, 2016, original quotation marks), and The Birdman (Fordesman, 2020). The research findings demonstrate that current audiovisual stories lack aspects of the optimum communication criteria and that conservation communicators have not yet made use of the medium's full potential. Ideally, this thesis has the potential to encourage further research on how to communicate more effectively about biodiversity loss.

El presente proyecto de investigación se realizó en la I.E.I. N° 119 “Felipe Alva y Alva” ubicada en el Complejo Habitacional Augusto B. Leguía – Chiclayo; tomando como muestra de estudio los niños de 5 años del aula “Ositos” turno mañana, dónde se pudo identificar que la docente al no tener estrategias adecuadas y una buena metodología durante el proceso de enseñanza – aprendizaje de los niños; estos se encontraban con muchas deficiencias, no solo en área de Ciencia y Ambiente sino también en las otras. Es por ello que el objetivo general de este trabajo de investigación es determinar la influencia del uso de videos educativos en el proceso de enseñanza – aprendizaje del área de Ciencia y Ambiente en los niños de 5 años. Por otro lado, la metodología empleada se establece que es de tipo cuantitativa – cualitativa; adoptando el diseño de investigación experimental en la categoría de pre y post pruebas con un solo grupo. Se utilizó como instrumento de evaluación una Lista de Cotejo comprendida por 21 indicadores para determinar el nivel de conocimiento en el que se encuentran los niños con respecto al área de Ciencia y Ambiente. Por ende, se determinó que el nivel de conocimiento en el área de Ciencia y Ambiente se encuentra entre los aprendizajes de inicio en un 52%, de proceso en un 44% y logrado en un 4% y después de aplicar el conjunto de actividades haciendo uso de los videos se pudo comprobar que el nivel aumentó significativamente alcanzando el aprendizaje logrado en un 96%.Finalmente se concluye que el uso de videos educativos influye de manera significativa en el proceso de enseñanza – aprendizaje del área de Ciencia y Ambiente en los niños de 5 años.

Senegal is a country in West Africa that is 95% Muslim and where Islam is deeply linked to hip-hop music. According to existing academic research, the emerging rappers in the artistic and cultural scene in Dakar are men and belong to the Sufi Taalibe Bay brotherhood, whose founder Ibrahim Niasse (1900-1975) is considered the spiritual leader of the rappers. Through the use of hip-hop, they communicate religious messages and attract many young people to Bay’s movement.This thesis presents for the first time a study concerning the musical material of a young Senegalese female artist belonging to this Sufi brotherhood, namely Aida Sock. Currently, no academic studies are acknowledging the presence of the female disciples of Bay and how they use hip-hop music as a means of spreading Sufi mystical Islam. This study aims to fill this academic gap through an interpretative analysis of the symbolism and religious message present in two of Aida Sock’s music videos: “Road to Redemption” and “The Highest”. The research also hopes to encourage othe racademics to look into this untouched topic further.

En la actualidad, se observa en la población de los adolescentes, el incremento de suicidios, embarazos precoces, drogadicción, vandalismo, que provocan en la persona, en donde el autor Viktor Frankl lo llamaría, un “vacío existencial”. Por eso, esta investigación tiene como objetivo, Demostrar la influencia de un programa “Dios existe”, usando videos-fórum, para comprender el sentido de la vida, en estudiantes de un colegio de chiclayo-2020. Esta investigación pertenece al paradigma positivista, de tipo cuantitativo, de nivel preexperimental. El instrumento utilizado fue el test, tomado de Limo (2011), del cual se realizó una adaptación acorde al contexto de la población de estudio, para recolectar datos para su posterior análisis. La población de la presente investigación estará conformada por 185 estudiantes del tercer grado de secundaria del Colegio Manuel Pardo de Chiclayo, en el año 2020. La técnica de muestreo que se usará es la no probabilística, quedando la muestra conformada por 37 estudiantes del aula de tercero C. En donde se verificará si el programa “Dios existe”, usando videos-fórum, influye positiva o negativamente para comprender el sentido de la vida, en estudiantes de un colegio de Chiclayo2020.