Orientador: João Roberto Gomes de Faria / Banca: Luiz Carlos Paschoarelli / Banca: Lígia Maria Presumido Braccialli / Resumo: Atualmente, pesquisas sobre ergonomia relacionada à iluminação do ambiente não estão restritas à concepção qualitativa de condições visuais, vertentes apontam para a importância de considerar os impactos biológicos da interação com a luz. Com a recente e próspera implementação do uso ocupacional do tablet, em ambientes escolares e de trabalho, pouca atenção tem sido dada aos princípios ergonômicos neste processo, ao mesmo tempo, em que surgiram diversas problemáticas ergonômicas. A abordagem desta pesquisa surgiu da hipótese de que a ambiência luminosa comumente encontrada não é adequada para atividades com terminais de vídeo no plano horizontal, ou próximo deste. A interação com a interface altamente reflexiva do tablet tende a gerar ofuscamento por reflexão, o qual pode comprometer o desempenho da atividade de varredura visual, bem como levar a compensações posturais inadequadas em função da busca por uma melhor condição visual. Neste contexto, o objetivo foi analisar o uso ocupacional do tablet quando à influência do ofuscamento refletivo sobre o desempenho da atividade de varredura visual e biomecânica postural da região cervical da coluna vertebral. A pesquisa foi desenvolvida com 20 participantes, com idade média de 20,2 anos, quais realizaram tarefa prescrita de observação visual de optótipos e verbalização de sua direção, sujeitos a áreas com e sem ofuscamento refletido na interface do tablet. Para a coleta de dados foram utilizados sistemas eye tracker e head tracker integrados, o primeiro aplicado à análise da atividade de varredura visual, representa pelo comportamento da linha do olhar horizontal e o segundo para aferir a biomecânica postural da coluna cervical, por meio da análise cinemática dos movimentos da cabeça (posição - coordenadas nos eixos X, Y e Z) e (orientação - ângulos azimuth, elevation e roll). Os dados foram tratados no Matlab e submetidos à análise... / Abstract: With the recent and successful implementation of the occupational use of the digital tablet in school and work environmentas. With the recent and successful implementation of the accupational use of the tablet in school and work enviornments, little attention has been palid to ergonomic principles in this process at the same time, in which several ergonomic problems have arisen. The approach of this research came from the hypothesis tha the ambience commonly found is not suitable for activities with videos terminals in the horizontal plane, or close to this. The interaction with the highly reflexive interface of the tablet tends to generate glare by reflection, wich can compromise the performance of the visual exploration activity, as well as lead to inappropriate postural compensations due to the searc for better visual condition. In this context, the objective was analyze the occupational use of the tablet how much the influence of glare by reflection about the performance of the visual exploration activity and postural biomechanics of the cervical region of the spine. The research was developed with 20 participants with a mean age of 20.2 years, who underwent the prescribed task of visual observation of optatypes and verbalization of their direction, subjected the areas with and without glare by reflection in the tablet interface. To the collect of data were used integrated systems of tracking of the eye and of the head, the first applied to the analysis of visual exploration activity, represented by the behavior of the live of the horizontal gaze and the second to measure the postural biomechanics of cervical spine by kinematics analysis of head movements (position - coordinates of the axes, X, Y and Z) and (orientation - angles of rotation, azimuth, elevation and roll). The data were treated at the Matlab and subjected to statistical analysis (ANOVA one-way for repeated measures) for the effect of glare, with three levels (before... / Mestre

Made available in DSpace on 2015-08-20T17:09:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2014. Added 1 bitstream(s) on 2015-08-20T17:27:13Z : No. of bitstreams: 1 000838257.pdf: 2769841 bytes, checksum: 7644e009d8c33c39ebaa5bf3b52be814 (MD5) / Atualmente, pesquisas sobre ergonomia relacionada à iluminação do ambiente não estão restritas à concepção qualitativa de condições visuais, vertentes apontam para a importância de considerar os impactos biológicos da interação com a luz. Com a recente e próspera implementação do uso ocupacional do tablet, em ambientes escolares e de trabalho, pouca atenção tem sido dada aos princípios ergonômicos neste processo, ao mesmo tempo, em que surgiram diversas problemáticas ergonômicas. A abordagem desta pesquisa surgiu da hipótese de que a ambiência luminosa comumente encontrada não é adequada para atividades com terminais de vídeo no plano horizontal, ou próximo deste. A interação com a interface altamente reflexiva do tablet tende a gerar ofuscamento por reflexão, o qual pode comprometer o desempenho da atividade de varredura visual, bem como levar a compensações posturais inadequadas em função da busca por uma melhor condição visual. Neste contexto, o objetivo foi analisar o uso ocupacional do tablet quando à influência do ofuscamento refletivo sobre o desempenho da atividade de varredura visual e biomecânica postural da região cervical da coluna vertebral. A pesquisa foi desenvolvida com 20 participantes, com idade média de 20,2 anos, quais realizaram tarefa prescrita de observação visual de optótipos e verbalização de sua direção, sujeitos a áreas com e sem ofuscamento refletido na interface do tablet. Para a coleta de dados foram utilizados sistemas eye tracker e head tracker integrados, o primeiro aplicado à análise da atividade de varredura visual, representa pelo comportamento da linha do olhar horizontal e o segundo para aferir a biomecânica postural da coluna cervical, por meio da análise cinemática dos movimentos da cabeça (posição - coordenadas nos eixos X, Y e Z) e (orientação - ângulos azimuth, elevation e roll). Os dados foram tratados no Matlab e submetidos à análise... / With the recent and successful implementation of the occupational use of the digital tablet in school and work environmentas. With the recent and successful implementation of the accupational use of the tablet in school and work enviornments, little attention has been palid to ergonomic principles in this process at the same time, in which several ergonomic problems have arisen. The approach of this research came from the hypothesis tha the ambience commonly found is not suitable for activities with videos terminals in the horizontal plane, or close to this. The interaction with the highly reflexive interface of the tablet tends to generate glare by reflection, wich can compromise the performance of the visual exploration activity, as well as lead to inappropriate postural compensations due to the searc for better visual condition. In this context, the objective was analyze the occupational use of the tablet how much the influence of glare by reflection about the performance of the visual exploration activity and postural biomechanics of the cervical region of the spine. The research was developed with 20 participants with a mean age of 20.2 years, who underwent the prescribed task of visual observation of optatypes and verbalization of their direction, subjected the areas with and without glare by reflection in the tablet interface. To the collect of data were used integrated systems of tracking of the eye and of the head, the first applied to the analysis of visual exploration activity, represented by the behavior of the live of the horizontal gaze and the second to measure the postural biomechanics of cervical spine by kinematics analysis of head movements (position - coordinates of the axes, X, Y and Z) and (orientation - angles of rotation, azimuth, elevation and roll). The data were treated at the Matlab and subjected to statistical analysis (ANOVA one-way for repeated measures) for the effect of glare, with three levels (before...

The need to improve early mathematics education in the United States is very clear, given the importance of early mathematics learning and the consistently poor math performance of children from low-SES backgrounds. It is crucial to engage these disadvantaged children in meaningful math learning as early as possible. With the continuous infiltration of technology into our lives, the powerful affordances of tablet computers may enable the development of powerful math applications. Given the limited evidence of using well-designed math applications to enhance young children’s math learning, the primary goal of this dissertation was to examine the efficacy of a research-based math software application on low-income preschoolers’ number sense performance. Twenty-eight 4- to 5-year-old intervention participants completed MathemAntics (MA) training 15 minutes a day, 3 days a week for 4 weeks. The other 28 control participants stayed in their classroom and received general class instruction. All participants were given a pretest and a posttest to evaluate their number sense performance. Results indicated that the intervention group outperformed the control group on number sense assessment, and the intervention participants’ mean standardized Addition & Subtraction gain was the highest among the seven subtests, with the mean Standardized Compare Quantities gain being the lowest. Results also indicated that prior knowledge of identifying numerals predicted the overall post-assessment performance and the lack of knowledge on Addition & Subtraction predicted the standardized overall gain. The MA training analyses showed that the participants improved adequately on most of the MA activities during intervention. The use of MA tools was also discussed. The results provided direct evidence for demonstrating the efficacy of MA and added valuable information to the field of math software design. The results of this study also suggested that future studies can examine how the MA activities can be effectively integrated into the math curriculum and whether the MA activities are appropriate for home numeracy development.

Yes / Background: We wanted to understand older adults’ experiences of learning how to use a tablet computer in the context of an intervention trial, including what they found helpful or unhelpful about the tablet training, to guide future intervention studies. Methods: Mixed methods study using questionnaire and focus group approaches. Forty-three participants aged between 65 and 76 years old from the “Tablet for Healthy Ageing” study (comprising 22 in the intervention group and 21 controls) completed a post-intervention tablet experience questionnaire. Those who completed the tablet training intervention were invited to share their experiences of engaging with new technology in post-intervention focus groups. We conducted three separate focus groups with 14 healthy older adults (10 females). Results: Questionnaire data suggested that the overall experience of the 22 participants who participated in the tablet training intervention was positive. The majority of participants said that it was likely or very likely they would use a tablet in the future. The focus group themes that emerged were related to the perception of tablet training, the experience of using tablets, and suggestions for future studies. Participants mentioned that their confidence was increased, that they enjoyed being part of a social group and downloading applications, but they also felt challenged at times. Advantages of using tablets included the ability to keep in touch with family and friends, a motivation to contribute to the community, and the potential for tablets to improve mental abilities and overall health and wellbeing. Participants made suggestions that would enable tablet usage, including improvement of features, and suggestions that would improve future tablet training studies, including smaller classes. Conclusion: Our findings have implications for the development of interventions utilizing new technologies that might promote the health and wellbeing of older adults. / This work was supported by The Dunhill Medical Trust (R359/0514).

Yes / Background: New technologies provide opportunities for the delivery of broad, flexible interventions with older adults. Focus groups were conducted to: (1) understand older adults’ familiarity with, and barriers to, interacting with new technologies and tablets; and (2) utilize user-engagement in refining an intervention protocol. Methods: Eighteen older adults (65–76 years old; 83.3%female) who were novice tablet users participated in discussions about their perceptions of and barriers to interacting with tablets. We conducted three separate focus groups and used a generic qualitative design applying thematic analysis to analyse the data. The focus groups explored attitudes toward tablets and technology in general. We also explored the perceived advantages and disadvantages of using tablets, familiarity with, and barriers to interacting with tablets. In two of the focus groups, participants had previous computing experience (e.g., desktop), while in the other, participants had no previous computing experience. None of the participants had any previous experience with tablet computers. Results: The themes that emerged were related to barriers (i.e., lack of instructions and guidance, lack of knowledge and confidence, health-related barriers, cost); disadvantages and concerns (i.e., too much and too complex technology, feelings of inadequacy, and comparison with younger generations, lack of social interaction and communication, negative features of tablets); advantages (i.e., positive features of tablets, accessing information, willingness to adopt technology); and skepticism about using tablets and technology in general. After brief exposure to tablets, participants emphasized the likelihood of using a tablet in the future. Conclusions: Our findings suggest that most of our participants were eager to adopt new technology and willing to learn using a tablet. However, they voiced apprehension about lack of, or lack of clarity in, instructions and support. Understanding older adults’ perceptions of technology is important to assist with introducing it to this population and maximize the potential of technology to facilitate independent living. / The Dunhill Medical Trust [R359/0514].

Yes / Objective: To test the efficacy of a tablet computer training intervention to improve cognitive abilities of older adults. Design: Prospective randomized controlled trial. Setting: Community-based aging intervention study, Edinburgh, UK. Participants: Forty-eight healthy older adults aged 65 to 76 years were recruited at baseline with no or minimal tablet experience;43 completed follow-up testing. Intervention: Twentytwo participants attended a weekly 2-hour class for 10 weeks during which they learned how to use a tablet and various applications on it. Measurements: A battery of cognitive tests from theWAIS-IV measuring the domains ofVerbal Comprehension, Perceptual Processing,Working Memory, and Processing Speed, as well as health, psychological, and well-being measures. Results: A 2× 2 mixed model ANOVA suggested that the tablet intervention group (N = 22) showed greater improvements in Processing Speed (η2 = 0.10) compared with controls (N = 21), but did not differ in Verbal Comprehension, Perceptual Processing, or Working Memory (η2 ranged from −0.03 to 0.04). Conclusions: Engagement in a new mentally challenging activity (tablet training) was associated with improved processing speed.Acquiring skills in later life, including those related to adopting new technologies, may therefore have the potential to reduce or delay cognitive changes associated with ageing.It is important to understand how the development of these skills might further facilitate everyday activities, and also improve older adults’ quality of life. / Supported by the Dunhill Medical Trust (R359/0514). Funding from the BBSRC and MRC

In traditional science education, lecture-style presentation dominates. There is a call, however, to integrate a greater amount of inquiry and discovery into the science classroom, specifically utilizing new media and technology. To answer that call, an undergraduate team created a tablet application for primary students, which was designed to supplement instruction in the physical sciences. The app was then taken into the classroom to test for efficacy. The primary students’ test scores showed a significant increase after use of the tablet application. Grade level and school location did affect change in test score; whereas, gender, type of school, student IEP, and iPad use did not. The undergraduate team who designed the app also showed significant increase in concept knowledge after the project in specific topic areas. / Literature review -- Methodology and results for undergraduate study -- iPad application : the product -- Methodology and results for primary student study -- Implications and recommendations. / Department of Chemistry

Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom.

The purpose of this study was to examine factors that may have influenced the decision to implement tablet technologies within classroom environments. These factors were grouped and limited to three distinct areas: social and political influences, perceived benefits of implementation, and influence of varying types of hardware, software and operating systems. Results indicate that if technology leaders felt external pressures to keep pace with technological advancements of other corporations, they were more likely to report pressures from the other social political factors being studied. Multiple perceived educational benefits were identified including improvement to classroom instruction, increased differentiation of instruction, enhanced collaboration, better communication and positive public responses. Hardware preferences were found to describe the characteristics found in the Apple line of products. Despite the identification of these perceived educational benefits, a majority of those responding felt that tablet devices did not impact student testing achievement. / Department of Educational Leadership

The purpose of this study was to examine the impact of a 1:1 iPad initiative on student engagement in the classroom, as perceived by students. The design of this case study consisted of a purposeful sample of six, 5th grade students from a suburban elementary school in North Central Texas who participated in surveys, individual interviews, and focus group discussions. Two research questions guided this study: (1) How do elementary school students perceive they are authentically engaged when using iPads in the classroom? (2) What types of instructional strategies do elementary school students perceive to be most relevant and meaningful? Data collected to answer the research questions was analyzed using thematic analysis, which entailed identifying recurring themes within the data, comparing, coding, combining, and then reporting them. The findings from the research suggested that 1:1 initiatives can foster engaging learning experiences that are meaningful to students and that the iPad provided students a more personalized learning experience which had a positive effect on their engagement. Additional findings disclosed that the type of assignments and schoolwork that students were able to do with the iPad also positively impacted their engagement and interest in the content and their learning. The conclusions reached in this study also supported findings from other studies on 1:1 programs and student engagement.