O vídeo digital vem se inserindo gradativamente no contexto da educação presencial e a distância. Neste sentido, a presente pesquisa objetiva analisar, dentre as propostas contempladas nos 15 editais propostos pela SEAD/UFRGS, e que cobrem o período de 2001 a 2011, aquelas que tenham este tipo de Objeto de Aprendizagem na sua concepção, bem como seus espaços de armazenamento e disseminação, com vistas a verificar sua funcionalidade. O referencial teórico contextualiza os temas: imagem digital; vídeo e vídeo digital – evolução, armazenamento e disseminação; vídeo educativo; repositórios de vídeo; Objetos de Aprendizagem; além de abordar a SEAD/UFRGS, enquanto órgão responsável pelos editais. O estudo tem caráter exploratório com abordagem quantitativa e qualitativa utilizando questionário para a coleta de dados. Os sujeitos da pesquisa detêm-se em quatro projetos contemplados pelos editais da SEAD/UFRGS. Levanta dados sobre aspectos da produção, da disponibilização e do uso do vídeo criado/desenvolvido. Busca entender como se deu a participação da SEAD no processo de produção, armazenamento e disponibilização. Como resultado estabelece que o uso do vídeo digital ainda não é uma prática constante entre os docentes, quer seja em sala de aula ou em ambientes de Educação a Distância, mas verifica que o professor considera este um recurso importante no ensino; que o docente não tem, ainda, o hábito de fazer trabalhos colaborativos neste meio, mas entende como importante produzir desta forma. Sinaliza que os respondentes não fazem parte de redes ou comunidades virtuais relacionadas ao produto vídeo digital; que consideram importante ter seus vídeos disponíveis em Repositórios Institucionais, mas, no entanto, não tem nenhum canal próprio nos repositórios de vídeo disponíveis. Conclui, pelos dados coletados, que aqueles que já tiveram alguma experiência com o uso do vídeo continuarão a investir neste tipo de material institucional. Relaciona as contribuições que o estudo traz às diferentes áreas no contexto das universidades. Sugere novos estudos, aprofundando as análises, abordando outros temas ligados ao uso do vídeo, em especial voltado à disseminação da produção científica. / Digital video has been gradually introduced in the context of both distance and presence education. Thus this research aims to analyze, among the proposals covered in 15 invitations to bid offered by SEAD/UFRGS, and covering the period 2001 to 2011, those who have this type of learning object in its conceiving, as well as spaces of storage and dissemination, in order to verify its functionality. The theoretical framework contextualizes the themes: digital image, video and digital video – evolution, storage and distribution; educational video; video repositories; learning objects; apart from discussing SEAD/UFRGS as the body responsible for the invitation to bid. The study has an exploratory nature based in quantitative and qualitative approach, by using a questionnaire to collect data. Its subjects are four projects covered by the SEAD/UFRGS’s invitations to bid. It collects data on aspects of production, availability and use of the created or developed videos. It seeks to understand how was the SEAD participation in the production, storage and release process. As a result states that the use of digital video is not yet an established practice among teachers, whether in the classroom or in distance learning environments, but remarks that the teacher considers it an important resource in teaching; also that the he does not has the habit of doing collaborative work in this medium, but understands how important is to produce this way. It indicates that the respondents are not part of networks or virtual communities related to digital video products; as well that they consider important to have their videos available in institutional repositories, although they have no dedicated channel video available in the repositories. It concludes, based on the data collected, that those who have already had some experience with the use of video will continue to invest in this type of institutional material. It lists the contributions that the study brings to the different areas in the academic field. It suggests further studies to deepen the review by addressing other subjects related to the use of video, particularly focused on the dissemination of scientific production.

O vídeo educacional é uma categoria de produto audiovisual feito especialmente para atingir objetivos educacionais. Esse tipo de produto envolve dois grandes grupos de conhecimento: o conhecimento audiovisual e a educação. O primeiro deles, o conhecimento audiovisual, vai guiar a confecção em termos de linguagem, roteiro, produção de imagens e outros. O segundo grupo, a educação, vai abordar os aspectos de ensino e aprendizagem que diferenciam o vídeo educacional de outras espécies de audiovisuais. A ciência da mente, cérebro e educação (MCE) – uma disciplina que une as áreas da pedagogia, psicologia e neurociência em prol do ensino e da aprendizagem – compõe o corpo teórico referente à parte de educação. Dez diretrizes, que guiam a aplicação prática da ciência MCE em sala de aula, foram extraídas da literatura e, posteriormente, adaptadas para que pudessem ser aplicadas ao processo de produção audiovisual. O objetivo desta pesquisa é, assim, propor procedimentos metodológicos para a produção de vídeos educacionais que integrem as diretrizes adaptadas da ciência da mente, cérebro e educação. Dessa maneira, vídeos confeccionados a partir desses procedimentos contariam com a base da ciência MCE para seu planejamento e execução. / The educational video is a category of audiovisual product made specially for educational purposes. This sort of product involves two main groups of knowledge: audiovisual and education. The first, the audiovisual knowledge, will guide the production in terms of language, script, video shooting, among others. The second, education, will approach aspects of teaching and learning that distinguish the educational video from other sorts of videos. Mind, brain and education science (MBE) – a discipline that combines the fields of education, psychology and neuroscience on behalf of teaching and learning – composes the theoretical framework about education. Ten guidelines, that guide the practical application of MBE science in the classroom, were extracted from the literature and, lately, adapted so they could be applied to the video production process. The goal of this research is, therefore, to propose methodological procedures to the educational video production that integrates the adapted guidelines from mind, brain and education science. This way, videos made from the procedures would have the basis of MBE science in their planning and execution.

O vídeo educacional é uma categoria de produto audiovisual feito especialmente para atingir objetivos educacionais. Esse tipo de produto envolve dois grandes grupos de conhecimento: o conhecimento audiovisual e a educação. O primeiro deles, o conhecimento audiovisual, vai guiar a confecção em termos de linguagem, roteiro, produção de imagens e outros. O segundo grupo, a educação, vai abordar os aspectos de ensino e aprendizagem que diferenciam o vídeo educacional de outras espécies de audiovisuais. A ciência da mente, cérebro e educação (MCE) – uma disciplina que une as áreas da pedagogia, psicologia e neurociência em prol do ensino e da aprendizagem – compõe o corpo teórico referente à parte de educação. Dez diretrizes, que guiam a aplicação prática da ciência MCE em sala de aula, foram extraídas da literatura e, posteriormente, adaptadas para que pudessem ser aplicadas ao processo de produção audiovisual. O objetivo desta pesquisa é, assim, propor procedimentos metodológicos para a produção de vídeos educacionais que integrem as diretrizes adaptadas da ciência da mente, cérebro e educação. Dessa maneira, vídeos confeccionados a partir desses procedimentos contariam com a base da ciência MCE para seu planejamento e execução. / The educational video is a category of audiovisual product made specially for educational purposes. This sort of product involves two main groups of knowledge: audiovisual and education. The first, the audiovisual knowledge, will guide the production in terms of language, script, video shooting, among others. The second, education, will approach aspects of teaching and learning that distinguish the educational video from other sorts of videos. Mind, brain and education science (MBE) – a discipline that combines the fields of education, psychology and neuroscience on behalf of teaching and learning – composes the theoretical framework about education. Ten guidelines, that guide the practical application of MBE science in the classroom, were extracted from the literature and, lately, adapted so they could be applied to the video production process. The goal of this research is, therefore, to propose methodological procedures to the educational video production that integrates the adapted guidelines from mind, brain and education science. This way, videos made from the procedures would have the basis of MBE science in their planning and execution.

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, < .05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p > .05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.

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The purpose of this project was to create a rubric from which researchers and filmmakers can begin producing media different from the existing English language, jargon-laden, instructional videos currently in use in the United States. From this rubric, one video detailing a clinic visit was produced, screened for a diverse audience and evaluated for its efficacy. This video utilized only images to convey information in an attempt to circumvent the confusion that may result while viewing media in a foreign language. Communication theories and strategies such as the Sabido method of edutainment and social cognitive theory guided the filmmaking process. Although it is impossible to create a universally comprehensible text, the development of potentially transcultural media helped identify key issues that should be carefully considered. Effective intercultural communication strategies and an awareness of cultural concerns factored into decisions on representations of gender and nationality, shot composition and editing, as well as the use of positive, negative and transitional characters. This task resulted in both a rubric for media production as well as a reflection on transcultural communication in a broader context. Pre- and post-screening feedback sessions were used to evaluate the comprehensibility of the video and results across varying cultures showed an improvement in knowledge of clinic procedures and protocol. This study represented an important first step in participatory transcultural media creation in partnership with the increasingly diverse patient population of the United States. / Media & Communication

As students transition into middle school science courses, their interest and engagement in the subject declines. This decline is most significant among girls, particularly for topics in physical science. While several factors have been identified that contribute to the decline, one area that is emerging as a new way to help improve girls' view of science is the use of educational video games to improve engagement and interest in science content, particularly as video games have been steadily rising in popularity with girls. This study used Cultural Historical Activity Theory to understand how middle school girls engage with an educational video game designed to teach physical science concepts and how game design influences engagement. Ten participants played three games. Games were chosen to reflect diverse designs and mechanics. Participants were observed and audio recorded during the play and debriefed after the play. Games designs like open exploration, an in-game story, and gradually increasing challenges connected to content all supported engagement. Game design that used low cognitive demand, repetitive tasks, and increasing difficulty connected to game mechanics discouraged engagement. The enjoyment of the game itself increased interest in physical science topics. By better understanding the perspective of female students, these findings guide educators in selecting educative games for middle school girls and support game designers to better engage girls in the games and interest them in science.

Educational video games – especially for the PC market – do not seem to perform as well commercially as games from other genres. We argue that there is room for independent – ’indie’ – developers to break into the marketplace, by identifying certain niches and innovating on the genre. This would generate commercial value for such actors and knowledge value for the players. Design decisions of high importance made during development of an educational video game demo at the small Swedish company Toleap Consulting AB were analysed in the pursuit of contributing to effective indie development of such games. Three main problems that arose during development were identified, and three design decisions where implemented to combat these respective problems; (1) Interpreted educational game pattern utilising XML, (2) Function-based game views and (3) Community created assets, open source, and no costly dependencies. In our case, the formulated design decisions effectively solved our problems, and we argue that they generalise. If a developer creating a similar game (educational video game) in a similar situation (independent development with limited resources) encounters one or more of these problems, the suggested design decisions may help the developer solve the problems, in turn making more educational video games available on the market, generating the aforementioned commercial and knowledge values.

Nesta pesquisa propomos uma reflexão sobre produções de vídeos por alunos de ensino médio por meio de atividades experimentais, no qual buscamos avaliar o processo de aprendizagem significativa na perspectiva de David Ausubel e, desta forma, destacamos práticas educomunicativas e o ensino por investigação como ações inerentes a nossa proposta. Esse trabalho ocorreu com um grupo de alunos de uma escola pública, no qual o pesquisador e o professor desse grupo de alunos é a mesma pessoa; dessa forma, essa pesquisa inscreve-se numa perspectiva de professor que investiga sobre a sua própria prática. Utilizamos a metodologia de pesquisa qualitativa, coletando dados a partir de questionários empregados em três momentos diferentes e entrevistas semiestruturadas ao final do processo, de forma que esses dados foram coletados em momentos específicos ao longo de treze meses. À luz da aprendizagem significativa proposta por David Ausubel, buscamos investigar o papel do aluno na construção de seu próprio conhecimento a partir de produções de vídeos por alunos de atividades experimentais e, portanto, encontramos à luz da Educomunicação e do Ensino por Investigação, referenciais teóricos que pudessem nos ajudar a compreender as relações entre mídias digitais, nesta pesquisa especificamente dispositivos de captação de áudio e vídeo como câmeras de celulares, e a experimentação inscrita numa proposta de ensino por investigação. A partir das análises dos questionários respondidos pelos alunos e das entrevistas, percebemos mesmo ao longo de cerca de um ano após as produções de vídeos, que os conhecimentos construídos pelos alunos durante a produção de vídeos de atividades experimentais ficaram retidos na memória de longo prazo. Dessa forma, concluímos que as mídias digitais imersas no cotidiano dos alunos, apresentam um papel que favorece o processo de aprendizagem significativa. / In this research we propose a reflection on video productions by high school students through experimental activities, in which we seek to evaluate the significant learning process from the perspective of David Ausubel and, in this way, we emphasize educommunication practices and teaching by investigation as actions inherent to our proposal. This work was carried out with a group of students of a public school, in which the researcher and the teacher of this student group is the same person, thus, this research is inscribed in a teacher perspective that investigates about its own practice. We used the qualitative research methodology, collecting data from questionnaires employed at three different moments and semi-structured interviews at the end of the process, so that these data were collected at specific moments during the thirteen months. In the light of the meaningful learning proposed by David Ausubel, we seek to investigate the student\'s role in constructing his own knowledge from video productions by students of experimental activities and, therefore, we find in the light of Educommunication and Teaching by Research theoretical references that could help us to understand the relationships between digital media, in this research specifically audio and video capture devices such as camera phones, and experimentation enrolled in a research teaching proposal. From the analyzes of the questionnaires answered by the students and from the interviews, we realized, even during about a year after the video productions, that the knowledge built by the students during the production of videos of experimental activities were retained in the long term memory. Thus, we conclude that the digital media immersed in the students\' daily life, play a role that favors the process of meaningful learning.