Learning management systems (LMS) are playing a key role in the education systems. Education institutions are using LMS platforms to make the communication and collaboration between teacher and student easier, which inspired this study to measure the user satisfaction in using the different platforms applying usability heuristics. The survey evaluation is used to measure user satisfaction. The main objective of this study is to measure the user experience while using interactive interfaces. The selected LMS platforms for the research are canvas and google classroom. The experiment involves creating dummy course in the selected LMS platforms, fabricating the course assignments, gathering the users, and enrolling them into the platforms. The enrolled set of users will complete the assignments and take a survey on their experience with the platforms. Time taken by each user to complete assignments and survey are recorded and collected off-time comments. The responses of the survey are collected and graphically will interpret each question. Statistical attributes like populated variance and standard deviation are calculated for measuring the user experiences, and they are tabulated for the LMS platforms. User satisfaction on the canvas and google classroom was measured using usability heuristics. From the survey results, we can conclude that the canvas web application obeys all the usability heuristics, whereas the google classroom obeys only seven of the usability heuristics.

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Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2016-11-07T17:01:51Z No. of bitstreams: 2 Dissertação - Helenice Maria Costa Araújo - 2016.pdf: 3004643 bytes, checksum: 6c5e77a16422a93966f36df8cebeea23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-11-08T17:51:13Z (GMT) No. of bitstreams: 2 Dissertação - Helenice Maria Costa Araújo - 2016.pdf: 3004643 bytes, checksum: 6c5e77a16422a93966f36df8cebeea23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-11-08T17:51:13Z (GMT). No. of bitstreams: 2 Dissertação - Helenice Maria Costa Araújo - 2016.pdf: 3004643 bytes, checksum: 6c5e77a16422a93966f36df8cebeea23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This present work brings discussions about how the inclusion of Information and Communication Technologies in teaching practice by the tools for classroom environment of the app “Google Classroom” contributes to the process of Mathematics teaching and learning. The research was developted in a nintht grade class of an elementary school of a municipal school situated in the city of Uberlandia MG. To support this work an extensive literature searching about On-line Education, Information and Communication Technologies, video media and the learning of Google Classroom tools was done. They were used like mediators of the questionnares process, activities and videos were analysed from a quantitative and qualitative approach. The results obtained in the analysis of the data seems like the goals of insert information technologies in teaching practice of using tools for classroom environment from “Google Classroom” to create an interactive environment where we can share teaching materials dynamically, to provide an interaction in real-time from the Google Classroom among teachers and students, all this to contribute significantly to the process of the teaching and learning of mathematics have been achieved. / O presente trabalho traz discussões sobre como a inserção de Tecnologias de Informação e Comunicação na prática docente por meio das ferramentas para ambiente de Sala de Aula do aplicativo “Google Sala de Aula” contribui para o processo de ensino aprendizagem de Matemática. A pesquisa foi desenvolvida em uma turma de nono ano (9°ano) do Ensino Fundamental de uma Escola Municipal, situada na cidade de Uberlândia/MG. Para subsidiar este trabalho foi feita uma ampla pesquisa bibliográfica sobre a Educação a Distância, Tecnologias de Informação e Comunicação, mídia vídeo e sobre o objeto de aprendizagem Google Sala de Aula. Foram utilizados, como instrumentos mediadores do processo: questionários, atividades e vídeos analisados a partir de uma abordagem qualitativa e quantitativa. Os resultados obtidos nas análises dos dados apontam que os objetivos de Inserir Tecnologias de Informação e Comunicação na prática docente; de utilizar ferramentas para ambiente de Sala de Aula do aplicativo “Google Sala de Aula”; de criar um ambiente interativo onde se possa compartilhar materiais didáticos de forma dinâmica; de propiciar a interação em tempo real, a partir do Google Sala de aula, entre professores e alunos; tudo isso de forma a contribuir significativamente para o processo de ensino aprendizagem de Matemática, foram atingidos.

The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD,  represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.