Made available in DSpace on 2016-03-15T19:42:05Z (GMT). No. of bitstreams: 1 Adriane da Silva Higuchi.pdf: 1128917 bytes, checksum: 714bc33f2cde671ec6798d5668d8cc0d (MD5) Previous issue date: 2011-08-23 / The use of the mobile technology has caused several changes in all segments of society. Due to their being inserted in people s lives, the digital mobile devices cause changes in the way people communicate, interact, work, purchase, entertain and learn. In search for greater flexibility, convenience and mobility, society has increasingly taken control of the digital language and sets new characteristics on the sender-receiver, consumer-supplier, employee-employer, media-reader and even State citizen relationships. The so-called digital generation is born, grows, learns and lives being connected to a digital world full of ―rotating and mutant‖ pieces of information, available through mobile digital devices, like cell phones, net books, tablets, etc. Unlike past generations, today s one shows skills to browse through various web channels, all at the same time and on the go. In this context, education is not immune to the effects of the mobile technology as well. How does the appropriation of this technology occur in schools? How does the traditional education system perceive and cope with cell phones inside the classroom? What are the challenges? This research starts up an interdisciplinary reflection, which involves information technology, communication and education, in search for answers to these questions. Keeping focus on the mobile device, we seek to learn whether and how the school environment incorporates the mobile technology in its educational process. This research presents the exploratory study accomplished in a public school in the city of Mogi das Cruzes, located in the metropolitan area of Sao Paulo, concerning students of the 9th year of the elementary school and 1st year of high school levels, using the mobile device as an aid in the pedagogical activities punctually and intermittently accomplished by the history teacher. The study shows and encourages thinking on how the mobile device is being incorporated as an apparatus to assist the pedagogical practice in the formal education environment / O uso da tecnologia móvel tem provocado mudanças em vários segmentos da sociedade. Inseridos no cotidiano das pessoas, os dispositivos móveis digitais transformam a cada dia a maneira como as pessoas se comunicam, se relacionam, trabalham, consomem, se divertem e aprendem. Em busca de maior flexibilidade, comodidade e mobilidade, a sociedade se apropria cada vez mais da linguagem digital e imprime novas características às relações emissor-receptor, consumidor-empresa, trabalhador-empregador, imprensa-leitor e até a de cidadão-Estado. A chamada ―geração digital‖ nasce, cresce, aprende e vive conectada a um mundo digital repleto de informações circulantes e mutantes, disponibilizadas por meio de dispositivos digitais móveis, como aparelhos celulares, netbooks, tablets etc. Diferentemente de gerações passadas, a atual geração demonstra habilidades para navegar em movimento nas informações de inúmeros canais e veículos, tudo ao mesmo tempo. Nesse contexto, a educação também não está imune aos efeitos da tecnologia móvel. De que maneira ocorre a apropriação desta tecnologia nas escolas? Como a educação ―formal‖ percebe e lida com os aparelhos celulares dentro da sala de aula? Quais são os desafios? Este trabalho de pesquisa inicia uma reflexão interdisciplinar, que envolve tecnologia da informação e comunicação e educação, em busca de respostas para esses questionamentos. Com ênfase no aparelho celular, busca-se aqui saber se e como o ambiente escolar incorpora a tecnologia móvel no processo educacional. Este trabalho apresenta o estudo exploratório que foi realizado em uma escola pública da cidade de Mogi das Cruzes, localizada na Grande São Paulo, com alunos do 9º ano do curso Ensino Fundamental e 2º ano do curso Ensino Médio, que utilizam o aparelho celular como auxiliar em atividades pedagógicas desenvolvidas, de forma pontual e esporádica, pela educadora na área de conhecimento em História

Made available in DSpace on 2016-08-18T12:52:13Z (GMT). No. of bitstreams: 1 Dissertacao_EuridesFlorindoCastro.pdf: 5174229 bytes, checksum: fcbbe16e746d22a1ce1dddc0747c3019 (MD5) Previous issue date: 2016-05-30 / In design, the act of projecting requires a systematization of steps that considers, among other factors, the research of similes, the definition of methodologies, materials, the functional aspects of the product, the user profile and the context of use. However, perceptual, emotional and attitudinal aspects of the human being are fundamental to obtain the efficiency, efficacy and satisfaction in design projects, and these have been little observed. Many projects designed to devise health education applications have prioritized technological and pedagogical aspects, thus minimizing the importance of design and the user itself in the process. On the scientific context, it is still possible to observe the lack of research addressing the User Experience (UX) in the context of mobile platforms for health education, most of the available literature presenting more generalistic findings on the subject of mobile platforms. Based on these aspects, this research employed descriptive and explanatory studies in order to assess UX graphic-informational interfaces of health education courses offered by means of applications. To outline its methodological procedures, it was taken in consideration the three key elements addressed by UX (efficiency, effectiveness and satisfaction). Thereby, the study was structured in 2 phases : (1) the Analytical Study and (2) the Interaction Test. In the first phase it was possible to understand the graphic-informational trends of the interfaces of the applications analyzed, as well as to identify the didactic content representative of the whole sample and that could be used on the Interaction Test. On the second phase, the Interaction Test listed the elements of the graphic interface and how they affect the UX. Although the post-task questionnaire has indicated a positive satisfaction of the doctors/participants on all aspects analyzed, it was observed that the reported problems were related to the efficiency element (usability), which were identified during the performance of the tasks proposed in the questionnaire. Besides that, doctors/participants reported problems related to the lack of standardization of the functions of interaction elements (clickable objects), as well as the large number of interactions necessary to complete some tasks (e.g. quitting the application). In another finding, it was found that the cognitive load brought by the user (knowledge and abilities), as well as its real context of interaction with digital gadgets, does interfere on the UX of graphic interfaces of applications designed for health education. Finally, as a contribution of the research, it is proposed recommendations to the design of graphic-informational interfaces aimed at health education. / No design, o ato de projetar requer uma sistematização de etapas que considere, dentre outros fatores, a pesquisa de similares, a definição de metodologias, materiais, as características funcionais do produto, o perfil do usuário e o contexto de uso. Contudo, os aspectos atitudinais, perceptivos e emocionais do ser humano são elementos fundamentais para obter a eficiência, eficácia e satisfação em projetos de design, e estes têm sido pouco observados. Muitos projetos criados para conceber aplicativos de educação em saúde têm priorizado os aspectos tecnológicos e pedagógicos, minimizando assim, a relevância do design e do próprio usuário neste processo. No âmbito científico, ainda é possível constatar a carência de pesquisas que abordam a Experiência do Usuário (UX) em plataformas móveis voltadas para a educação em saúde, a maioria da literatura apresenta achados mais generalistas em relação às plataforma móveis. Com base nesses aspectos, o presente trabalho utilizou-se de estudos descritivos e explicativos a fim de avaliar a UX em interfaces gráfico-informacionais em cursos de educação em saúde ofertados por meio de aplicativos. Para o delineamento dos procedimentos metodológicos, levou-se em consideração os três elementos-chave abordados pela UX (eficiência, eficácia e satisfação). Assim, estruturou-se o estudo em 2 fases: (1) Estudo Analítico e (2) Ensaio de Interação. Na primeira fase foi possível compreender as tendências gráfico-informacionais nas interfaces dos aplicativos analisados, assim como identificar o conteúdo didático representativo de toda a amostra e passível de ser utilizado no Ensaio de Interação. Já na segunda, o Ensaio de Interação elencou quais elementos da interface gráfica e como eles afetam a UX. Embora o questionário pós-tarefa tenha indicado uma satisfação positiva dos médicos/participantes em relação aos aspectos analisados, observou-se que os problemas identificados estão relacionados com o elemento eficiência (usabilidade), os quais foram percebidos durante a realização das tarefas propostas no questionário. Conclui-se que tais inconsistências estão associadas à utilização demasiada ou a má articulação dos componentes gráficos do modo verbal (ênfase e alinhamento), inconsistência no uso do modo pictórico (ícones) e no tipo de visualização da informação do menu (oculta). Além disso, os médicos/participantes relataram problemas relacionados à falta de padronização nas funções dos elementos de interação (objetos clicáveis), assim como na grande quantidade de interações necessárias para concluir algumas tarefas (e.g. sair do aplicativo). Em outro achado, constatou-se que a carga cognitiva trazida pelo usuário (conhecimento e habilidades), assim como seu contexto real de interação com artefatos digitais, também interfere na UX em interfaces gráficas de aplicativos voltados para educação em saúde. Por fim, como contribuição da pesquisa, propõe-se recomendações para o design de interfaces gráficoinformacionais voltadas para a educação em saúde.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A melhoria na qualidade do ensino matemático resulta de diversos fatores como: qualificação dos professores, busca de novos modelos pedagógicos e inclusão da tecnologia aos processos de aprendizagem. Existe um grande distanciamento entre a tecnologia e a sala de aula, principalmente quando se fala em ensino público, e é nessa problemática que este trabalho busca contribuir com soluções alternativas. Aproveitando a enorme demanda dos aparelhos móveis e a forte influência que esses dispositivos detém sobre os jovens, buscou-se fundamentar o trabalho realizando pesquisas sobre os aspectos pedagógicos da aprendizagem móvel e, em virtude do fascínio exercido pelos jogos digitais, foram estudadas as técnicas de gamificação. Nesse contexto, foi desenvolvido um aplicativo tipo perguntas e respostas (QUIZ), de acordo com os preceitos da aprendizagem móvel e utilizando os recursos motivacionais da gamificação. Como tópico matemático, foi utilizado matrizes e determinantes devido a contemporaneidade do assunto e sua diversidade de aplicações. Com a finalidade de validar os objetivos, foi realizado um experimento com alunos do Ensino Médio do Colégio de Aplicação da Universidade Federal de Roraima, onde após a utilização do aplicativo foi distribuído um questionário a alunos e professores. E, com a tabulação dos resultados, foi realizada uma breve avaliação de alguns aspectos deste trabalho. / The improvement in the quality of mathematics teaching is the result of several factors such as the qualification of teachers, the search for new pedagogical models and the inclusion of technology to learning processes.There is a large gap between the technology and the classroom, especially when it comes in public education, and it is this problem that this work seeks to contribute to alternative solutions. Taking advantage of the huge demand of mobile phones and the strong influence that this device has on young people, we seek to support our application conducting research on the pedagogical aspects of mobile learning and, because of the fascination exerted by digital games, we studied the techniques of gamification. In this context, it was developed an application questions and answers (QUIZ), according to the precepts of mobile learning and using the motivational resources of gamification. As mathematical topic was used matrices and determinants due to this matter be current and its range of applications. For the purpose to validate the goals was carried out an experiment with high school students of the College Application of the Federal University of Roraima, where after using the application has distributed a questionnaire to students and teachers. And with the tabulation of results, there was a brief review of some aspects of this work.

Communication is a fundamental social component of human life and constitutes an indispensable factor in the learning process as it allows the transfer of information between people. Communication supports the interactions that take place in different learning stages and settings and can encourage involvement and cooperation. The "Treasure-HIT" platform, a dedicated environment for designing pedagogical mobile location-based games, encourages social interaction and collaborative learning. This platform, which is social at its base, has limited communication capabilities. Adding such capabilities can overcome this difficulty by providing a more supportive and interpersonal interaction among the involved stakeholders. This thesis explores the users' communication needs for the preparation and enactment of "Treasure-HIT" activities. A design based research was used to analyze the needs in terms of design and technological specifications and develop and implement communication features. Three such features were developed in the course of this thesis: (1) Activities based map, (2) Social media sharing feature (Facebook tasks) and (3) Image gallery. All of those aimed at supporting communication between learners, instructors and their community, before, during and after the activities. Findings show that the developed capabilities enabled new means of communication and contributed to the user experience and learning process. Users appreciated the functionality and ease of use and positively adopted the new features.

Introduction: Along with the swift spread of 3G and wireless network, wireless technologies are applied in many areas, especially in education. The advent of mobile learning overcomes several limitations and barriers of traditional classroom education. As for higher education in China, mobile learning is in its infancy stage. Understanding end-users’ acceptance of mobile learning is crucial, because new technological advances cannot enhance performance if they are not accepted by end-users. This study focuses on three top Chinese universities and answers the following research questions: How do students perceive mobile devices as a learning tool incorporated in class and what are their attitudes towards mobile learning? What are the motivational factors that affect students’ acceptance of mobile learning? Purpose: The purpose of this study is to test the proposed Technology Acceptance Model (TAM) in explaining students’ acceptance in three top Chinese universities. The goal of this work is to enhance the understanding of user acceptance of incorporating learning into mobile device inside and outside classes. Method: A deductive, theory-testing approach was used in this study. Eleven hypotheses were built based on a literature review and on the proposed TAM model, and were tested using primary data and literature review. Primary data was gathered via semi-structured interviews and questionnaires. The data collected through the questionnaire was analysed by Structural Equation Modeling. Conclusion: Through testing the proposed model, the authors found that students are positive towards mobile learning but they do not have a strong willingness to adopt it. The proposed TAM model can improve the understanding of students’ motivation by suggesting what factors are the most important in enhancing students acceptance of mobile learning.

No description available.

Denna studie handlar om att undersöka om mobil-IT och återanvändning av teknisk information, som görs sökbar med hjälp av metadata i form av fasettering, kan stödja den dagliga informationsförsörjningen samt lärandet i marina sammanhang. Media tablets är de informations- och kommunikationsteknologiska enheter som fått stort genomslag på marknaden och som genom att vara bärbara kan vara en presentationsyta för att i verksamhetsprocesser få rätt information i rätt tid på rätt plats. Stora mängder av information som struktureras i top-down hierarkier orsakar ofta svårigheter för personer, som behöver en viss information, att finna den om de inte vet vart i hierarkin de ska leta då sökvägarna är begränsade åt ett håll. Om information istället märks upp med beskrivande egenskaper formas multipla hierarkier, eller fasetterade hierarkier, som ger sökvägar från mer än ett håll och kan underlätta att finna informationen utan vetskap om vart den är placerad. Information kan även bli enklare att finna om den är sökbar på högre detaljnivå, det vill säga om den interna hierarkin i stora informationsstycken bryts upp och informationen blir topicbaserad och varje topic utgör en sökbar och återanvändningsbar del. Ett intresse och en hypotes kring att dessa informationslogistiska tekniker möjliggör återanvändning av teknisk information för nya ändamål som lärande, formade följande huvudsakliga forskningsfråga och dess subfrågor:   RQ: Vilka möjligheter skapar informationslogistiska tekniker & den mobila tekniken för att förbättra informationsförsörjning & stödja lärande? SQ1: Hur kan media tablets stödja lärande? SQ2: Hur kan informationslogistik vara ett stöd för de anställda? Studien formades för den informationskrävande marina miljön på Kockums ABs produkt Visbykorvetten och utfördes i form av en fallstudie för försvarmaktens marina verksamhet ombord på en av korvetterna; HMS Nyköping. Besättningens informationsbehov i en utvald process undersöktes och en prototyp på en mobil tillämpning togs fram för att med interaktionsdesign, fasetterad och topicaliserad informationsarkitektur testa om bättre informationsförsörjning kunde uppnås samt om det kunde utgöra ett stöd för lärande.   Resultatet visade att en IT-lösning med informationen i media tablets var efterfrågad som distributionsyta för teknik och handhavandeinformationen. Det visade sig även finnas en önskan och ett behov att media tablets skulle kunna användas för lärande syften och gemensamma målbilder. Prototypen, som validerades, visade att informationsarkitektur med fasetterade sökning, baserat på användarnas verklighet, samt information som var uppbruten i topics kunde göra det enklare för användarna att söka information utifrån sin verklighet utan att veta vart informationen fanns i en top-down hierarki och att det kunde ge stöd för lärande i viss utsträckning. Resultatet visade även att den föreslagna lösningen i prototypen var användbar samt att fler förslag och möjligheter som kunde förbättra den i framtiden fanns.

Abstract The use of mobile devices, including mobile phones and tablets, is a growing trend in education. The practice has been widely technology driven and often justified simply by the importance of using new technology in a classroom and by claiming such devices to be important in reaching something referred to, although not that well defined, as 21st century skills. This thesis is one answer to the challenge represented by this development. It brings together theoretical ideas of scaffolding learning with collaborative scripts and the use of mobile devices as cognitive tools in a real life educational settings. This thesis has constructivist grounds and aims at exploring how to support collaborative learning when students have ill-structured problems and their activities are supported with mobile technologies. The study consists of three case studies, which together form an example of how important it is to design, develop and deliver lightweight digital tools and activities for learners to construct knowledge. Overall, the results of three case studies in this thesis confirms that it is a dubious assumption that learners will automatically take appropriate and measured advantage of the affordances of mobile devices and other emergent technologies involved in cognitive activities: rather, these cognitive tools require deliberate attention and effort from learners to make use of the affordances of the tools. Furthermore, results from the case studies reveal that personal factors such as students’ prior knowledge and their metacognitive and collaborative skills, as well as contextual cues such as cultural compatibility and instructional methods, influence student engagement. / Tiivistelmä Mobiililaitteiden, kuten puhelinten ja tabletien, opetuskäyttö lisääntyy hyvää vauhtia. Aihepiiri on ollut teknologiavetoinen, opetuskäyttöä on perusteltu lähinnä tarkemmin määrittelemättömillä 2000-luvun kansalaistaidoilla (21th century skills) ja uuden teknologian hyödyntämisen tärkeydellä. Tämä väitöskirja on teoreettisesti ja metodologisesti perusteltu vastine tähän keskusteluun. Tutkimus yhdistää pedagogista vaiheistamista ja kognitiivisia työkaluja käsittelevän teoreettisen viitekehyksen kolmeen todellisissa oppimistilanteissa tehtyyn kokeiluun. Työ koostuu kolmesta tapaustutkimuksesta, jotka yhdessä muodostavat esimerkin kuinka mobiililaitteiden avulla tuettua opiskelua voidaan suunnitella ja toteuttaa erilaisissa konteksteissa. Ensimmäisessä tapaustutkimuksessa tutkittiin maantieteellisesti hajautuneen opetusta suunnittelevan yhteisön vuorovaikutusta. Toisessa tapaustutkimuksessa selvitettiin kuinka tukea luontopolkutyöskentelyä mobiilisovellusten avulla. Kolmannessa tapaustutkimuksessa tutkittiin yliopisto-opiskelijoiden opintojen tukemista mobiilin sosiaalisen median sovelluksia hyödyntäen. Kolme tapaustutkimusta osoittavat että oppilaiden ei voida olettaa automaattisesti osaavan hyödyntää uusinta teknologiaa ja pedagogisia menetelmiä opiskelunsa tukena. Päinvastoin, käyttäminen vaatii opiskelijoilta paljon päämäärätietoista ponnistelua. Henkilökohtaiset tekijät, kuten aiemmat kokemukset, opiskelutaidot, mutta myös tilannesidonnaiset tekijät kuten opetusmenetelmät vaikuttavat opiskelijoiden kykyyn hyödyntää uutta teknologiaa opiskelussa.

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

A popularização dos dispositivos móveis em todas as camadas sociais tem motivado o desenvolvimento de aplicações educacionais móveis, denominadas aplicações de m-learning. Neste cenário, as aplicações existentes, mesmo possuindo diversos benefícios e facilidades no que diz respeito ao ensino e aprendizagem, apresentam problemas e desafios relacionados, sobretudo no que se refere ao desenvolvimento, reuso e padronização arquitetural. Por outro lado, na vertente do reúso de software, percebe-se uma crescente adoção do conceito de Linha de Produtos de Software (LPS). Esse paradigma possibilita às organizações explorar as similaridades e variabilidades de seus produtos, aumentando a reutilização de artefatos e, como consequência, diminuindo custos e tempo de desenvolvimento. Neste trabalho é apresentada uma LPS voltada ao domínio das aplicações de m-learning, denominada M-SPLearning. A proposição da M-SPLearning envolveu desde o estudo inicial para a obtenção de uma análise de domínio efetiva, até a implementação dos componentes previamente analisados. A LPS concebida teve seus respectivos produtos avaliados experimentalmente no cenário industrial, fornecendo evidências de que sua utilização pode acelerar o time-to-market de produtos de m-learning, com um número reduzido de defeitos. / The popularity of mobile devices in all social classes has motivated the development of mobile educational applications, called m-learning applications. The existing applications, even having many benefits and facilities in relation to teaching and learning, also have problems and challenges, especially regarding the development, reuse and architectural standardization. Particularly, there is an increasing adoption of the concept of Software Product Line (SPL) in researches related to reuse. This paradigm enables organizations to explore the similarities and variabilities of their products, increasing the reuse of artifacts and, consequently, reducing costs and development time. This work presents an SPL focused on the domain of m-learning applications, named M-SPLearning. The development of M-SPLearning has comprised since the initial study for an effective domain analysis until the implementation of the components previously analyzed. Such SPL had its products experimentally evaluated in the industrial scenario, providing evidences that its use can accelerate the time-to-market of m-learning applications, with a reduced number of faults.