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.

abstract: This dissertation describes Space Vector 1 and Space Vector 2, two video games that introduce Newtonian mechanics concepts. Space Vector 1 is a side-scrolling game, in which players choose to drop bombs or supplies. Players had to identify if the physics was correct during a mission, or they had to plot the trajectory of a falling object, which was then simulated. In Space Vector 2, players were given velocity and acceleration values and had to plot the trajectory of a spaceship across a grid, or players were given a trajectory of a spaceship on a grid and had to program the velocity and acceleration values to produce the trajectory. Space Vector 1 was evaluated with 65 college undergraduates. Space Vector 2 was evaluated with 18 high school students. All participants were given a subset of the Force Concept Inventory, a standard assessment tool in physics education, as a pretest and posttest. Space Vector 1 was evaluated with a single group pretest-posttest design. Space Vector 2 was evaluated with a 2 x 2 ANOVA, where the factors were game mechanic (prediction mechanic or programming mechanic) and bonus questions (bonus question after a mission or no bonus question). Bayesian statistical methods were used for the data analysis. The best estimate for the average change in test scores for Space Vector 1 was a score gain of 1.042 (95% Highest Density Interval (HDI) [0.613, 1.487]) with an effect size of 0.611 (95% HDI [0.327, 0.937]). The best estimate for the grand mean of change scores in Space Vector 2 was an increase of 0.78 (95% HDI [-0.3, 1.85]) with an effect size of 0.379 (95% HDI [-0.112, 0.905]). The prediction/no bonus question version produced the largest change in score, where the best estimate for the mean change score was an increase of 1.2. The estimation intervals for the Space Vector 2 results were wide, and all included zero as a credible value. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2014

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-01-11T16:24:21Z No. of bitstreams: 1 santideassissingulani.pdf: 1028016 bytes, checksum: c59c15af140934d0099892ed7dbbf6fe (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-07T13:40:00Z (GMT) No. of bitstreams: 1 santideassissingulani.pdf: 1028016 bytes, checksum: c59c15af140934d0099892ed7dbbf6fe (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-07T14:09:09Z (GMT) No. of bitstreams: 1 santideassissingulani.pdf: 1028016 bytes, checksum: c59c15af140934d0099892ed7dbbf6fe (MD5) / Made available in DSpace on 2017-02-07T14:09:09Z (GMT). No. of bitstreams: 1 santideassissingulani.pdf: 1028016 bytes, checksum: c59c15af140934d0099892ed7dbbf6fe (MD5) Previous issue date: 2016-08-02 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho traz uma proposta diferente e descontraída para que os alunos do 2o ano médio consigam aprender um pouco mais de Geometria Espacial com o apoio do vídeo “Donald no País da Matemágica”[4]. Com base em experiências em sala de aula e de pesquisas realizadas na literatura sobre o assunto, sugere-se que durante a aula, a exposição de um vídeo bem elaborado pode ser um bom recurso para o processo de ensino aprendizagem. O filme do Donald servirá de base para uma atividade rica em geometria onde o aluno poderá corrigir suas falhas e, ou até mesmo lacunas, em seu processo de ensino aprendizagem de Matemática. / This work brings a different proposal and relaxed so that students of 2nd year middle can learn a little more Space Geometry with the support of video "Donald country Mathemagics." Based on experiences in the classroom and research conducted in the literature on the subject, it is suggested that during class, the exhibition of an elaborate video can be a good resource for the teaching learning process. Donald’s movie will serve as a basis for a rich activity in geometry where the student can correct their shortcomings and even gaps in their teaching process learning of Mathematics.

CrashCourse Literature and other educational YouTube videos are essential mechanisms for connecting students and the general public to the humanities. Public humanities projects are in an intellectual tug-of-war between what academia and the diverse developing public want them to be, but that contention can and should be mediated using new media tools like CrashCourse Literature. CrashCourse Literature's emphasis on bringing the reader to the text and the text to the reader, echoes the goals of reception theory. Reception theory focuses on finding meaning in a literary text using the reader's horizon of expectations more than an a traditional, essentialist, "original' reading of a text. Analyzing public humanities projects like CrashCourse Literature through the lens of reception theory can help to show why the public uses them to connect more fully with the humanities. Within the texts of the videos "Fate, Family, and Oedipus Rex: Crash Course Literature 202," "Shakespeare's Sonnets: Crash Course Literature 304", "Like Pale Gold--The Great Gatsby Part I: Crash Course English Literature #4," and "Was Gatsby Great? The Great Gatsby Part 2: Crash Course English Literature #5," I see two distinct levels of reception that influence and strengthen each other: 1. First level of reception: CrashCourse interacts with and refracts the texts they are explicating based on where the reader is in time and space. 2. Meta-reception: CrashCourse interacts and connects with the viewers of the video by interpreting their viewers' responses to said text. CrashCourse's use of popular culture references, references to current or familiar social, political, and cultural ideologies, jokes, validations of viewers previous literary experiences, informal language all situated well within sound academic scholarship constitute examples of first-level and meta-reception. CrashCourse Literature sees the humanities, and fictional literature in particular, as exercises in empathy. Accordingly, they treat their approach to the text (first-level reception) and their viewers response to the text (meta-reception) with the same empathetic care. Public humanities projects that use new media well, allow public access to and connection with scholarly discussion and information. If academic institutions want to continue humanities research and discussion in a way that keeps their publics enthusiastically engaged, they will find good tools in CrashCourse Literature, which is engaging precisely in the kind of intellectual work and dialogue the academic establishment needs in order to stay relevant and significant to the publics they serve.

The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), timed multiplication tests, observations, and informal interviews were used to assess and compare TA and TLI's learning environments, performance, and self-efficacy outcomes. Both third- and fourth-grade TA students' level of multiplication mastery improved significantly after intervention. Results from the post-MAS also revealed significantly higher self-efficacy beliefs, and reduced nervousness in learning multiplication facts amongst some TA students. Statistical data analysis revealed no significant performance outcome differences between TLI and TA third-grade classes; however, post-test comparisons between fourth-grade TLI and TA students showed TA students significantly outperforming their comparison group counterparts by answering approximately 50% more problems in a given time and feeling significantly less nervous toward learning new multiplication math facts. The TA program's motivational, self-paced, and self-evaluative features seemed to produce a positive learning environment, which encouraged student learning. Educators should consider using CAI with features similar to TA's to improve students' academic performance and self-efficacy.

There is some debate about the most effective and least controversial means of sex education in schools. In several states, state law does not require education about Sexually Transmitted Diseases and Human Immunodeficiency Virus Infection/Acquired Immunodeficiency Syndrome (STDs and HIV/AIDS.) There is also debate about the effect and pervasiveness of sexual situations in video games and its effect on the healthy sexual development of adolescents. This research therefore aims to try to solve these two problems and answer the following question: Is it possible to represent sex in a more realistic and educational way through a video game while teaching more medically accurate and necessary information? The completion of this study will be able to provide some insights on the feasibility and benefits of widespread implementation of serious video games for health education in the United States and also point to the necessity of future research into this topic.

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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.

Made available in DSpace on 2014-08-20T13:47:51Z (GMT). No. of bitstreams: 1 Marion Rodrigues Dariz_Dissertacao.pdf: 1113434 bytes, checksum: 2e39effb0b9d57b5f45dc5d939b720d6 (MD5) Previous issue date: 2013-04-11 / This research is in a pedagogical intervention, whose aim was to plan an educational video-interactive, implement it and evaluate the impacts of its use for learning a content Portuguese Language (instance of lexical ambiguity), in a class of 8th grade Elementary School to a public school in Pelotas. The video was developed in light of the Cultural-Historical Theory of Vygotsky. The evaluation of the intervention was through a qualitative procedure. Data for the evaluation were collected through the following instruments: observation, document analysis and semi-structured interviews and were analyzed using the procedures of Discourse Textual Analysis (MORAES, 2003): a mix of content analysis and discourse analysis. The research findings suggest that the pedagogical intervention tool, for being attractive, with the use of sound, images and interaction, it was a mediator instrument able to provide the internalization of the content, contributing to the awareness of the concept worked, favoring teaching-learning and generating mental development. It is intended, therefore disclose this study so that other professionals can make use of this technological tool in their classrooms contributing to learning. / Esta pesquisa constitui-se em uma intervenção pedagógica, cujo objetivo foi planejar um vídeo educativo-interativo, implementá-lo e avaliar os impactos de sua utilização para a aprendizagem de um conteúdo de Língua Portuguesa (ambiguidade lexical), em uma turma de 8ª série do Ensino Fundamental de uma escola pública de Pelotas. O vídeo foi elaborado à luz da Teoria Histórico-Cultural de Vygotsky. A avaliação da intervenção foi por meio de um procedimento qualitativo. Os dados para a avalição foram coletados por meio dos seguintes instrumentos: observação, análise de documentos e entrevistas semiestruturadas e foram analisados por meio dos procedimentos da Análise Textual Discursiva (MORAES, 2003): um misto de análise de conteúdo e análise de discurso. Os achados da pesquisa da intervenção pedagógica sugerem que a ferramenta, por ser atrativa, com o uso de som, imagens e interação, foi um instrumento mediador capaz de propiciar a internalização do conteúdo, contribuindo para a tomada de consciência do conceito trabalhado, favorecendo o processo de ensino-aprendizagem e gerando o desenvolvimento mental. Pretende-se, assim, divulgar este estudo para que outros profissionais possam fazer uso desta ferramenta tecnológica em suas salas de aula contribuindo para a aprendizagem.

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