Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students’ self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students’ learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students’ performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students’ learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.

A presente investigação trata de um estudo de caso no âmbito do Ensino de Ciências, da atitude investigativa associada às ações de alunos do Ensino Médio quando envolvidos em um Ambiente Interativo de Aprendizagem (AIA) orientado por uma intervenção metodológica de caráter investigativo e construtivista. As atividades constitutivas do AIA para o âmbito de Ensino Informal foram organizadas e estruturadas sob a forma de jogos de RPG – Roleplaying Game, orientadas pelo Modelo Didático Investigativo e tendo como tema a Ciência Forense e a Investigação Criminal. O AIA foi planejado para oferecer situações-problema e recursos (bibliográficos, experimentais, tecnológicos) aos participantes, de modo que eles pudessem, ao interagir com tais recursos, expressarem suas ideias, a fim de resolverem o problema proposto. O contexto está situado em um Curso de Extensão promovido pelo Centro Universitário UNIVATES que envolve, principalmente, a elaboração, o desenvolvimento, a produção e a implementação de um AIA, de âmbito informal e presencial, ligado ao Ensino de Ciências, como estratégia para a aprendizagem de comportamentos investigativos e da divulgação da Ciência e da Tecnologia. Propôs-se avaliar como o Ambiente Interativo de Aprendizagem orientado pelo Modelo Didático Investigativo favorece o desenvolvimento de atitude investigativa (conjunto de comportamentos) de seus participantes. Os dados coletados constituíram-se dos materiais produzidos pelos estudantes durante sua participação no AIA, tais como respostas a guias de reflexão e diários, depoimentos, entrevistas, bem como gravações em áudio e vídeo, utilizando-se da análise textual discursiva como estratégia de análise qualitativa de dados para chegar aos resultados da pesquisa. Para a identificação e análise dos comportamentos investigativos desenvolvidos nos diferentes momentos e etapas da intervenção metodológica pelos alunos investigados, após a coleta de dados, foram extraídas as unidades de informação relevantes, seguindo-se da categorização destas unidades. Essas categorias (comportamentos) foram construídas tendo por base a fundamentação teórica desse estudo e adaptadas segundo as ações dos estudantes no decorrer do desenvolvimento das atividades. Buscou-se, pois, perceber as contribuições do ambiente de aprendizagem implementado para o desenvolvimento dos comportamentos nos estudantes, dando suporte para o entendimento de aspectos relacionados à atitude investigativa dos sujeitos investigados. Os resultados obtidos podem servir de referência para a definição e implementação de estratégias para o ensino na área de Ciências, bem como de outras áreas da Educação Básica, na medida em que estes estudos propiciem um melhor conhecimento sobre o processo educacional em espaços de formação e investigação. / This research is a case study in science teaching, on the investigative attitude associated with the actions of high school students when involved in an Interactive Learning Environment (ILE) guided by a methodological intervention of investigative and constructivist character. The constitutive activity of the ILE for the scope of Informal Education were organized and structured in the form of RPG - Role Playing Games, directed by Didactic-Investigative Model, and on the subject of Forensic Science and Criminal Investigation. The ILE was designed to provide problem situations and resources (bibliographic, experimental, technological) to the participants, so that they could, by interacting with these resources, express their ideas in order to solve the proposed problem. The context is set in an Extension Course sponsored by the Centro Universitário UNIVATES. It involves mainly the design, development, production, and implementation of an ILE, with informal and classroom scope, on Science Teaching, as a learning strategy to investigative behavior and Science and Technology dissemination. It was proposed to assess how the Interactive Learning Environment directed by Didactic-Investigative Model favors the development of investigative attitude (set of behaviors) of its participants. Collected data consisted on the materials produced by the students during their participation in the ILE, such as responses to reflection guides and diaries, testimonies, interviews, and audio and video recordings, using textual discursive analysis as a strategy of qualitative analysis to get to the research results. For identification and analysis of investigative attitudes developed by the investigated students at different times and stages of methodological intervention, the relevant information units were extracted after data collection, followed by the categorization of such units. These categories (attitudes) were constructed based on the theoretical foundation of this study, and adapted according to students' actions during activities development. We therefore sought to understand the contributions of the learning environment implemented for attitude development in students, giving support to the understanding of issues related to investigative attitude of the subjects investigated. Results can serve as reference for definition and implementation of strategies for teaching in science area, as well as other areas of basic education, to the extent that these studies provide better understanding of the educational process in areas of training and research.

A presente investigação trata de um estudo de caso no âmbito do Ensino de Ciências, da atitude investigativa associada às ações de alunos do Ensino Médio quando envolvidos em um Ambiente Interativo de Aprendizagem (AIA) orientado por uma intervenção metodológica de caráter investigativo e construtivista. As atividades constitutivas do AIA para o âmbito de Ensino Informal foram organizadas e estruturadas sob a forma de jogos de RPG – Roleplaying Game, orientadas pelo Modelo Didático Investigativo e tendo como tema a Ciência Forense e a Investigação Criminal. O AIA foi planejado para oferecer situações-problema e recursos (bibliográficos, experimentais, tecnológicos) aos participantes, de modo que eles pudessem, ao interagir com tais recursos, expressarem suas ideias, a fim de resolverem o problema proposto. O contexto está situado em um Curso de Extensão promovido pelo Centro Universitário UNIVATES que envolve, principalmente, a elaboração, o desenvolvimento, a produção e a implementação de um AIA, de âmbito informal e presencial, ligado ao Ensino de Ciências, como estratégia para a aprendizagem de comportamentos investigativos e da divulgação da Ciência e da Tecnologia. Propôs-se avaliar como o Ambiente Interativo de Aprendizagem orientado pelo Modelo Didático Investigativo favorece o desenvolvimento de atitude investigativa (conjunto de comportamentos) de seus participantes. Os dados coletados constituíram-se dos materiais produzidos pelos estudantes durante sua participação no AIA, tais como respostas a guias de reflexão e diários, depoimentos, entrevistas, bem como gravações em áudio e vídeo, utilizando-se da análise textual discursiva como estratégia de análise qualitativa de dados para chegar aos resultados da pesquisa. Para a identificação e análise dos comportamentos investigativos desenvolvidos nos diferentes momentos e etapas da intervenção metodológica pelos alunos investigados, após a coleta de dados, foram extraídas as unidades de informação relevantes, seguindo-se da categorização destas unidades. Essas categorias (comportamentos) foram construídas tendo por base a fundamentação teórica desse estudo e adaptadas segundo as ações dos estudantes no decorrer do desenvolvimento das atividades. Buscou-se, pois, perceber as contribuições do ambiente de aprendizagem implementado para o desenvolvimento dos comportamentos nos estudantes, dando suporte para o entendimento de aspectos relacionados à atitude investigativa dos sujeitos investigados. Os resultados obtidos podem servir de referência para a definição e implementação de estratégias para o ensino na área de Ciências, bem como de outras áreas da Educação Básica, na medida em que estes estudos propiciem um melhor conhecimento sobre o processo educacional em espaços de formação e investigação. / This research is a case study in science teaching, on the investigative attitude associated with the actions of high school students when involved in an Interactive Learning Environment (ILE) guided by a methodological intervention of investigative and constructivist character. The constitutive activity of the ILE for the scope of Informal Education were organized and structured in the form of RPG - Role Playing Games, directed by Didactic-Investigative Model, and on the subject of Forensic Science and Criminal Investigation. The ILE was designed to provide problem situations and resources (bibliographic, experimental, technological) to the participants, so that they could, by interacting with these resources, express their ideas in order to solve the proposed problem. The context is set in an Extension Course sponsored by the Centro Universitário UNIVATES. It involves mainly the design, development, production, and implementation of an ILE, with informal and classroom scope, on Science Teaching, as a learning strategy to investigative behavior and Science and Technology dissemination. It was proposed to assess how the Interactive Learning Environment directed by Didactic-Investigative Model favors the development of investigative attitude (set of behaviors) of its participants. Collected data consisted on the materials produced by the students during their participation in the ILE, such as responses to reflection guides and diaries, testimonies, interviews, and audio and video recordings, using textual discursive analysis as a strategy of qualitative analysis to get to the research results. For identification and analysis of investigative attitudes developed by the investigated students at different times and stages of methodological intervention, the relevant information units were extracted after data collection, followed by the categorization of such units. These categories (attitudes) were constructed based on the theoretical foundation of this study, and adapted according to students' actions during activities development. We therefore sought to understand the contributions of the learning environment implemented for attitude development in students, giving support to the understanding of issues related to investigative attitude of the subjects investigated. Results can serve as reference for definition and implementation of strategies for teaching in science area, as well as other areas of basic education, to the extent that these studies provide better understanding of the educational process in areas of training and research.

A presente investigação trata de um estudo de caso no âmbito do Ensino de Ciências, da atitude investigativa associada às ações de alunos do Ensino Médio quando envolvidos em um Ambiente Interativo de Aprendizagem (AIA) orientado por uma intervenção metodológica de caráter investigativo e construtivista. As atividades constitutivas do AIA para o âmbito de Ensino Informal foram organizadas e estruturadas sob a forma de jogos de RPG – Roleplaying Game, orientadas pelo Modelo Didático Investigativo e tendo como tema a Ciência Forense e a Investigação Criminal. O AIA foi planejado para oferecer situações-problema e recursos (bibliográficos, experimentais, tecnológicos) aos participantes, de modo que eles pudessem, ao interagir com tais recursos, expressarem suas ideias, a fim de resolverem o problema proposto. O contexto está situado em um Curso de Extensão promovido pelo Centro Universitário UNIVATES que envolve, principalmente, a elaboração, o desenvolvimento, a produção e a implementação de um AIA, de âmbito informal e presencial, ligado ao Ensino de Ciências, como estratégia para a aprendizagem de comportamentos investigativos e da divulgação da Ciência e da Tecnologia. Propôs-se avaliar como o Ambiente Interativo de Aprendizagem orientado pelo Modelo Didático Investigativo favorece o desenvolvimento de atitude investigativa (conjunto de comportamentos) de seus participantes. Os dados coletados constituíram-se dos materiais produzidos pelos estudantes durante sua participação no AIA, tais como respostas a guias de reflexão e diários, depoimentos, entrevistas, bem como gravações em áudio e vídeo, utilizando-se da análise textual discursiva como estratégia de análise qualitativa de dados para chegar aos resultados da pesquisa. Para a identificação e análise dos comportamentos investigativos desenvolvidos nos diferentes momentos e etapas da intervenção metodológica pelos alunos investigados, após a coleta de dados, foram extraídas as unidades de informação relevantes, seguindo-se da categorização destas unidades. Essas categorias (comportamentos) foram construídas tendo por base a fundamentação teórica desse estudo e adaptadas segundo as ações dos estudantes no decorrer do desenvolvimento das atividades. Buscou-se, pois, perceber as contribuições do ambiente de aprendizagem implementado para o desenvolvimento dos comportamentos nos estudantes, dando suporte para o entendimento de aspectos relacionados à atitude investigativa dos sujeitos investigados. Os resultados obtidos podem servir de referência para a definição e implementação de estratégias para o ensino na área de Ciências, bem como de outras áreas da Educação Básica, na medida em que estes estudos propiciem um melhor conhecimento sobre o processo educacional em espaços de formação e investigação. / This research is a case study in science teaching, on the investigative attitude associated with the actions of high school students when involved in an Interactive Learning Environment (ILE) guided by a methodological intervention of investigative and constructivist character. The constitutive activity of the ILE for the scope of Informal Education were organized and structured in the form of RPG - Role Playing Games, directed by Didactic-Investigative Model, and on the subject of Forensic Science and Criminal Investigation. The ILE was designed to provide problem situations and resources (bibliographic, experimental, technological) to the participants, so that they could, by interacting with these resources, express their ideas in order to solve the proposed problem. The context is set in an Extension Course sponsored by the Centro Universitário UNIVATES. It involves mainly the design, development, production, and implementation of an ILE, with informal and classroom scope, on Science Teaching, as a learning strategy to investigative behavior and Science and Technology dissemination. It was proposed to assess how the Interactive Learning Environment directed by Didactic-Investigative Model favors the development of investigative attitude (set of behaviors) of its participants. Collected data consisted on the materials produced by the students during their participation in the ILE, such as responses to reflection guides and diaries, testimonies, interviews, and audio and video recordings, using textual discursive analysis as a strategy of qualitative analysis to get to the research results. For identification and analysis of investigative attitudes developed by the investigated students at different times and stages of methodological intervention, the relevant information units were extracted after data collection, followed by the categorization of such units. These categories (attitudes) were constructed based on the theoretical foundation of this study, and adapted according to students' actions during activities development. We therefore sought to understand the contributions of the learning environment implemented for attitude development in students, giving support to the understanding of issues related to investigative attitude of the subjects investigated. Results can serve as reference for definition and implementation of strategies for teaching in science area, as well as other areas of basic education, to the extent that these studies provide better understanding of the educational process in areas of training and research.

This thesis proposes creating an interactive learning environment for Human Computer Interaction (HCI) to facilitate access to, and learning of, important design knowledge. By encapsulating HCI knowledge into reusable claims stored in a knowledge repository, or claims library, this learning environment aims at allowing students to effectively explore design features to limit their reliance on intuition to mold their interfaces, help them address proper design concerns, and evaluate alternatives for their designs. This learning approach is based on active learning where students create their own knowledge by gathering information. However, building adequate development records from which students can gather HCI knowledge is critical to support this approach. This thesis explores using effective reusable design components to act as design records to create an interactive learning environment for students learning HCI design. An initial prototype for the learning environment introduces claims as an encapsulation mechanism for design features from which students can gather HCI knowledge. Pilot testing outlines the accessibility, applicability and reusability problems associated with this approach. To solve theses issues, a taxonomic organization of an improved form of claims (reference claims), is introduced to share core design knowledge among students. A taxonomy is designed as a way to expose students to important design concerns as well as a method to categorize claims. Reference claims are introduced as improved claims inspired by reference tasks to expose students to design alternatives for design concerns. A detailed taxonomy and a set of reference claims for the domain of notification systems demonstrate how existing theories of design can be translated into reference claims to create an interactive learning environment. An experiment illustrates the applicability and reusability of reference claims for various designs within a particular domain. Finally, an evaluation assesses the benefits of this learning environment based on reference claims in terms of improving student designs and increasing the amount of HCI knowledge they reuse. Results show that by exposing students to valuable concerns and alternatives for the design of interactive systems, an interactive learning environment based on reference claims can improve students' understanding of the design scope and lead to an increased use of existing HCI knowledge in their designs. / Master of Science

With the advent of the technology, the electronic games with educational objectives had become a valuable resource to be used for educators in the teaching and learning process, being an excellent tool for the creation, practice and development of knowledge, facilitating the pleasant, interesting and challenging process of learning. With the artificial intelligence, specifically, the technique of case-based reasoning, is possible to index information that could be used to reach the objectives of the learning, specially, when working collaboratively, since Vygotsky says that the student acquires knowledge through internalizing the learning. This work presents architecture for development of electronic games with educational proposal, based on the process of explanation of contents, using the technique of case-based reasoning, and that promotes the collaboration between players. To validate the architecture proposal, an electronic game named Sea Life was developed, that aims teaching children the marine life-beings using collaborative and entertainment tools, images, videos, sounds and conceptual maps. Its development uses Flash technology, thus not demanding a sophisticated structure for its implementation, making possible to be used in different spaces of learning, becoming it an interesting tool of support the explanation of contents in the educational environment / Com o advento da tecnologia, os jogos eletrônicos com fins educacionais se tornaram mais uma opção de recurso a serem utilizados pelos educadores no processo de ensino, sendo um excelente recurso para a criação, desenvolvimento e prática do conhecimento, facilitando o processo de aprendizagem e ainda sendo prazerosos, interessantes e desafiantes. Com o surgimento da inteligência artificial, especificamente, a técnica de raciocínio baseado em casos é possível recuperar informações que poderão ser utilizadas para atingir os objetivos da aprendizagem, principalmente se forem trabalhadas de forma colaborativa, já que conforme os pensamentos Vygotskyano o indivíduo adquire conhecimento através da internalização durante a aprendizagem. Este trabalho propõe apresentar uma arquitetura para desenvolvimento de jogos eletrônicos com fins educacionais que desenvolva o processo de explicação de conteúdos, utilizando a técnica de raciocínio baseado em casos, e que vise a colaboração entre os jogadores. Com o intuito de validar a arquitetura proposta foi desenvolvido um jogo eletrônico intitulado de Vida Marinha, que visa ensinar crianças conhecimentos referente aos seres marinhos de forma divertida e colaborativa, utilizando-se de recursos como imagens, vídeos, sons e mapas conceituais presentes no jogo. O seu desenvolvimento foi utilizando a tecnologia Flash, não exigindo assim uma estrutura sofisticada para sua implantação, possibilitando ser utilizado em diferentes espaços de aprendizagem, tornando-o uma ferramenta interessante de apoio à explicação de conteúdos no meio educacional

The purpose of my study was to explain how adult learners in distance education experienced short message service (SMS) technology as a learning support tool. The study focused on a single unit of analysis, namely a SMS for academic purposes that was implemented in the final module, Practical Experience, of the Advanced Certificate in Education: Special Needs Education. This course is one of three in-service teacher training programmes offered by the Unit for Distance Education at the University of Pretoria (UP). The theoretical framework and literature review were operationalised by the development of a questionnaire. A record of the text message response schedules, and telephonic interviews comprised the other two data collection instruments. These data were integrated to provide an explanation of how learners experienced SMS technology as a learning support tool. Participants who were able to utilise and access the SMS said that it seemed to: motivate them, help them focus on their work and set goals. They could check on their progress and found the creation of flexible learning environments an additional benefit. Interactive learning environments that enabled them to construct new knowledge by actively engaging in the learning process benefited the participants. Constructivist principles of teaching and learning are inherent in this. The SMS did not seem to facilitate the development of interactive learning environments characterised by two-way communication channels for all the participants, as it also establishes one-way communication channels focused on delivering course content. Although participants indicated that this was helpful in giving them more information, they also expressed a need for more contact with their lecturers and with other learners for learning support purposes. Barriers to communication included faulty cellular phones, the cost of the SMS, and the lateness of text messages in relation to the due dates for assignments and projects. An overriding barrier was the difficulty participants seemed to have in understanding the instructions in the text messages. Recommendations are therefore made to improve future short message services in order to overcome this. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

This paper aims to provide an Interactive Learning Environment using the computer to support aid in the diagnosis and treatment of patients with neurological disorders. The study proposes an architecture which facilitates the activities of students in the health area, in decision making, for the advice of physiotherapy for stroke patients. It was used the approach of Case-Based Reasoning (CBR) that has, like general idea, the use of past experiences to the solution of new problems. This work focused on the stages of indexing, representation and retrieval of cases, with the use of metrics, similar characteristics as the Count Features and Tversky s Contrast Model. A prototype was built for the validation of these metrics, proving the efficiency in the recovery of the cases on the basis of cases / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como objetivo apresentar um Ambiente Interativo de Aprendizagem utilizando o Computador de apoio ao diagnóstico e auxílio no tratamento de pacientes que apresentam disfunções neurológicas. A pesquisa propõe uma arquitetura que facilite as atividades dos estudantes da área da saúde, na tomada de decisão, para o aconselhamento fisioterápico dos pacientes de acidente vascular cerebral. Utilizou-se a abordagem de Raciocínio Baseado em Casos (RBC) que tem como idéia geral a utilização de experiências passadas para a solução de novos problemas. Este trabalho se concentrou nas fases de indexação, representação e recuperação dos casos, com a utilização de métricas de similaridade como a Contagem de Características e a Regra do Contraste de Tversky. Um protótipo foi construído para a validação dessas métricas, provando a eficiência na recuperação dos casos na base de casos