The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students* motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour & Hewitt, 1997; Seymour, Melton, Wiese, & Pederson-Gallegos, 2005) and is often relied upon for promoting interest and motivation in science learning (Hofstein & Lunetta, 2003; Lunetta, Hofstein, & Clough, 2007). However, laboratory courses can be resource intensive (Jenkins, 2007), leading post-secondary science educators to seek alternative means of laboratory education such as virtual laboratories. Scholars have provided evidence that student achievement in virtual laboratories can be equal to, if not higher than, that of students in face-to-face laboratories (Akpan & Strayer, 2010; Finkelstein et al., 2005; Huppert, Lomask, & Lazarowitz, 2002). Yet, little research on virtual laboratories has been conducted on affective variables such as motivation to learn science. Motivation to learn biology was measured at the beginning and end of the semester using the Biology Motivation Questionnaire © (Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011) and compared between the face-to-face and virtual laboratory groups. Characteristics of the two laboratory environments were measured at the end of the semester by the Distance Education Learning Environment Survey (Walker & Fraser, 2005). Interviews with 12 participants were conducted three times throughout the semester in the phenomenological style of qualitative data collection. The quantitative survey data and qualitative interview and observation data were combined to provide a thorough image of the face-to-face and virtual laboratory environments and their impacts on students* motivation to learn biology. Statistical analyses provided quantifiable evidence that the novel virtual laboratory environment did not have a differential effect on students* motivation to learn biology, with this finding being supported by the qualitative results. Comparison of the laboratory environments showed that students in the face-to-face labs reported greater instructional support, student interaction and collaboration, relevance of the lab activities, and authentic learning experiences than the students in the virtual labs. Qualitative results indicated the teaching assistants in the face-to-face labs were an influential factor in sustaining students* motivation by providing immediate feedback and instructional support in and out of the laboratory environment. In comparison, the virtual laboratory students often had to redo their lab exercises multiple times because of unclear directions and system glitches, potential barriers to persistence of motivation. The face-to-face students also described the importance of collaborative experiences and hands-on activities while the virtual laboratory students appreciated the convenience of working at their own pace, location, and time. According to social cognitive theory (Bandura, 1986, 2001), the differences in the learning environments reported by the students should have had ramifications for their motivation to learn biology, yet this did not hold true for the students in this study. Therefore, while these laboratory environments are demonstrably different, the virtual laboratories did not negatively impact students* motivation to learn biology and could be an acceptable replacement for face-to-face laboratories in an introductory biology course.

O aprimoramento de atributos como a capacidade de processamento e interfaces gráficas das tecnologias disponíveis no mercado vem criando um cenário propício para a profusão de ambientes imersivos como os mundos virtuais. Estes ambientes, com características semelhantes aos jogos eletrônicos, simulam espaços complexos e podem ser explorados como réplicas virtuais do mundo real, ensejando o oferecimento de novas situações de ensino e aprendizagem que oportunizam a contextualização do conhecimento e o desenvolvimento de tarefas autênticas. Entretanto, poucos docentes têm domínio sobre esta tecnologia, ainda considerada de alta complexidade. Com vistas a promover uma aproximação do docente da Educação Básica aos ambientes imersivos, foi elaborado um conjunto de estratégias para compor um programa de formação voltado para o desenvolvimento da prática docente nos mundos virtuais, envolvendo a produção de artefatos educacionais para tais ambientes. A pesquisa que serviu como base para o desenvolvimento destas estratégias foi conduzida através de um estudo de casos múltiplos desdobrado em duas diferentes fases. A primeira fase realizou os primeiros passos rumo à autoria nos mundos virtuais, sendo nela desenvolvida uma experiência de produção de mídias para comporem laboratórios de aprendizagem dentro do mundo virtual. O objetivo desta fase foi observar o processo de autoria de objetos para os mundos virtuais, extraindo assim elementos para a reflexão sobre estratégias que seriam efetivas em uma capacitação docente focada no uso educacional de tais ferramentas. O estudo de caso culmina com a fase 2 da pesquisa, na qual foi conduzido um programa de formação, desenvolvido a partir dos elementos extraídos nas fases anteriores, oferecido a professores de diferentes áreas do conhecimento. A eficácia das estratégias emergentes nesta pesquisa foi verificada a partir de diferentes técnicas, como a observação participante, aplicação de entrevistas e questionários, análise de registros e análise documental. Para a análise dos laboratórios produzidos ao longo desta formação foi desenvolvida uma taxonomia denominada Taxonomia de Engajamento para os Mundos Virtuais, a partir da qual se buscou identificar diferentes níveis de engajamento que podem ser promovidos por atividades conduzidas no contexto dos mundos virtuais. A análise dos materiais produzidos, bem como o acompanhamento de todas as fases deste processo, apontam para uma real possibilidade de se promover o conhecimento dos mundos virtuais por professores da Educação Básica. Entretanto, dificuldades vivenciadas ao longo de ambas as fases mostram que a autoria docente nestes ambientes ainda é uma tarefa complexa, e que demanda deste profissional bastante interesse e dedicação para a sua efetivação. / Improvement on attributes such as processing power and graphical interfaces on off the shelf technologies has been creating a profusive scenario to immersive environments and virtual worlds. These environments, with features similar to electronic games, simulate complex spaces and can be exploited as virtual replicas of the real world, allowing for new teaching and learning situations that nurture the contextualization of knowledge and the development of authentic tasks. However, few teachers have mastery over this technology, still considered of high complexity. In order to promote an approximation of Basic Education teacher with immersive environments, a set of strategies to compose a training program focused on the development of teaching practice in virtual worlds, involving the production of educational artifacts to such environments was designed. The research that was the basis for the development of these strategies was conducted through a multiple case study unfolded in two stages. The first stage accomplished the first steps towards authorship in virtual worlds and a media production experience was developed to compose learning laboratories within the virtual world. The objective of this stage was to observe the authoring process of objects for virtual worlds, thereby extracting elements for reflection on strategies that would be effective in a teacher training program focused on the educational use of such tools. The case study culminates in stage 2 of the research, on which was conducted a training program, developed from elements extracted in earlier stages and offered to teachers from different areas of knowledge. The effectiveness of strategies emerging in this research was verified with different techniques, such as participant observation, application of interviews and questionnaires, analysis of record logs and document analysis. To perform the analysis of laboratories produced along this training, a taxonomy was developed, called Engagement Taxonomy for Virtual Worlds, from which it was sought to identify different levels of engagement that can be promoted through activities conducted in the context of virtual worlds. The analysis of the materials, as well as the monitoring of stages of this process, all point to a real possibility of promoting knowledge of virtual worlds for Basic Education teachers. However, difficulties experienced throughout the stages show that the teaching authorship in these environments is still a complex task, and one that demands professionals a great deal of interest and dedication to its effectiveness.

O aprimoramento de atributos como a capacidade de processamento e interfaces gráficas das tecnologias disponíveis no mercado vem criando um cenário propício para a profusão de ambientes imersivos como os mundos virtuais. Estes ambientes, com características semelhantes aos jogos eletrônicos, simulam espaços complexos e podem ser explorados como réplicas virtuais do mundo real, ensejando o oferecimento de novas situações de ensino e aprendizagem que oportunizam a contextualização do conhecimento e o desenvolvimento de tarefas autênticas. Entretanto, poucos docentes têm domínio sobre esta tecnologia, ainda considerada de alta complexidade. Com vistas a promover uma aproximação do docente da Educação Básica aos ambientes imersivos, foi elaborado um conjunto de estratégias para compor um programa de formação voltado para o desenvolvimento da prática docente nos mundos virtuais, envolvendo a produção de artefatos educacionais para tais ambientes. A pesquisa que serviu como base para o desenvolvimento destas estratégias foi conduzida através de um estudo de casos múltiplos desdobrado em duas diferentes fases. A primeira fase realizou os primeiros passos rumo à autoria nos mundos virtuais, sendo nela desenvolvida uma experiência de produção de mídias para comporem laboratórios de aprendizagem dentro do mundo virtual. O objetivo desta fase foi observar o processo de autoria de objetos para os mundos virtuais, extraindo assim elementos para a reflexão sobre estratégias que seriam efetivas em uma capacitação docente focada no uso educacional de tais ferramentas. O estudo de caso culmina com a fase 2 da pesquisa, na qual foi conduzido um programa de formação, desenvolvido a partir dos elementos extraídos nas fases anteriores, oferecido a professores de diferentes áreas do conhecimento. A eficácia das estratégias emergentes nesta pesquisa foi verificada a partir de diferentes técnicas, como a observação participante, aplicação de entrevistas e questionários, análise de registros e análise documental. Para a análise dos laboratórios produzidos ao longo desta formação foi desenvolvida uma taxonomia denominada Taxonomia de Engajamento para os Mundos Virtuais, a partir da qual se buscou identificar diferentes níveis de engajamento que podem ser promovidos por atividades conduzidas no contexto dos mundos virtuais. A análise dos materiais produzidos, bem como o acompanhamento de todas as fases deste processo, apontam para uma real possibilidade de se promover o conhecimento dos mundos virtuais por professores da Educação Básica. Entretanto, dificuldades vivenciadas ao longo de ambas as fases mostram que a autoria docente nestes ambientes ainda é uma tarefa complexa, e que demanda deste profissional bastante interesse e dedicação para a sua efetivação. / Improvement on attributes such as processing power and graphical interfaces on off the shelf technologies has been creating a profusive scenario to immersive environments and virtual worlds. These environments, with features similar to electronic games, simulate complex spaces and can be exploited as virtual replicas of the real world, allowing for new teaching and learning situations that nurture the contextualization of knowledge and the development of authentic tasks. However, few teachers have mastery over this technology, still considered of high complexity. In order to promote an approximation of Basic Education teacher with immersive environments, a set of strategies to compose a training program focused on the development of teaching practice in virtual worlds, involving the production of educational artifacts to such environments was designed. The research that was the basis for the development of these strategies was conducted through a multiple case study unfolded in two stages. The first stage accomplished the first steps towards authorship in virtual worlds and a media production experience was developed to compose learning laboratories within the virtual world. The objective of this stage was to observe the authoring process of objects for virtual worlds, thereby extracting elements for reflection on strategies that would be effective in a teacher training program focused on the educational use of such tools. The case study culminates in stage 2 of the research, on which was conducted a training program, developed from elements extracted in earlier stages and offered to teachers from different areas of knowledge. The effectiveness of strategies emerging in this research was verified with different techniques, such as participant observation, application of interviews and questionnaires, analysis of record logs and document analysis. To perform the analysis of laboratories produced along this training, a taxonomy was developed, called Engagement Taxonomy for Virtual Worlds, from which it was sought to identify different levels of engagement that can be promoted through activities conducted in the context of virtual worlds. The analysis of the materials, as well as the monitoring of stages of this process, all point to a real possibility of promoting knowledge of virtual worlds for Basic Education teachers. However, difficulties experienced throughout the stages show that the teaching authorship in these environments is still a complex task, and one that demands professionals a great deal of interest and dedication to its effectiveness.

O aprimoramento de atributos como a capacidade de processamento e interfaces gráficas das tecnologias disponíveis no mercado vem criando um cenário propício para a profusão de ambientes imersivos como os mundos virtuais. Estes ambientes, com características semelhantes aos jogos eletrônicos, simulam espaços complexos e podem ser explorados como réplicas virtuais do mundo real, ensejando o oferecimento de novas situações de ensino e aprendizagem que oportunizam a contextualização do conhecimento e o desenvolvimento de tarefas autênticas. Entretanto, poucos docentes têm domínio sobre esta tecnologia, ainda considerada de alta complexidade. Com vistas a promover uma aproximação do docente da Educação Básica aos ambientes imersivos, foi elaborado um conjunto de estratégias para compor um programa de formação voltado para o desenvolvimento da prática docente nos mundos virtuais, envolvendo a produção de artefatos educacionais para tais ambientes. A pesquisa que serviu como base para o desenvolvimento destas estratégias foi conduzida através de um estudo de casos múltiplos desdobrado em duas diferentes fases. A primeira fase realizou os primeiros passos rumo à autoria nos mundos virtuais, sendo nela desenvolvida uma experiência de produção de mídias para comporem laboratórios de aprendizagem dentro do mundo virtual. O objetivo desta fase foi observar o processo de autoria de objetos para os mundos virtuais, extraindo assim elementos para a reflexão sobre estratégias que seriam efetivas em uma capacitação docente focada no uso educacional de tais ferramentas. O estudo de caso culmina com a fase 2 da pesquisa, na qual foi conduzido um programa de formação, desenvolvido a partir dos elementos extraídos nas fases anteriores, oferecido a professores de diferentes áreas do conhecimento. A eficácia das estratégias emergentes nesta pesquisa foi verificada a partir de diferentes técnicas, como a observação participante, aplicação de entrevistas e questionários, análise de registros e análise documental. Para a análise dos laboratórios produzidos ao longo desta formação foi desenvolvida uma taxonomia denominada Taxonomia de Engajamento para os Mundos Virtuais, a partir da qual se buscou identificar diferentes níveis de engajamento que podem ser promovidos por atividades conduzidas no contexto dos mundos virtuais. A análise dos materiais produzidos, bem como o acompanhamento de todas as fases deste processo, apontam para uma real possibilidade de se promover o conhecimento dos mundos virtuais por professores da Educação Básica. Entretanto, dificuldades vivenciadas ao longo de ambas as fases mostram que a autoria docente nestes ambientes ainda é uma tarefa complexa, e que demanda deste profissional bastante interesse e dedicação para a sua efetivação. / Improvement on attributes such as processing power and graphical interfaces on off the shelf technologies has been creating a profusive scenario to immersive environments and virtual worlds. These environments, with features similar to electronic games, simulate complex spaces and can be exploited as virtual replicas of the real world, allowing for new teaching and learning situations that nurture the contextualization of knowledge and the development of authentic tasks. However, few teachers have mastery over this technology, still considered of high complexity. In order to promote an approximation of Basic Education teacher with immersive environments, a set of strategies to compose a training program focused on the development of teaching practice in virtual worlds, involving the production of educational artifacts to such environments was designed. The research that was the basis for the development of these strategies was conducted through a multiple case study unfolded in two stages. The first stage accomplished the first steps towards authorship in virtual worlds and a media production experience was developed to compose learning laboratories within the virtual world. The objective of this stage was to observe the authoring process of objects for virtual worlds, thereby extracting elements for reflection on strategies that would be effective in a teacher training program focused on the educational use of such tools. The case study culminates in stage 2 of the research, on which was conducted a training program, developed from elements extracted in earlier stages and offered to teachers from different areas of knowledge. The effectiveness of strategies emerging in this research was verified with different techniques, such as participant observation, application of interviews and questionnaires, analysis of record logs and document analysis. To perform the analysis of laboratories produced along this training, a taxonomy was developed, called Engagement Taxonomy for Virtual Worlds, from which it was sought to identify different levels of engagement that can be promoted through activities conducted in the context of virtual worlds. The analysis of the materials, as well as the monitoring of stages of this process, all point to a real possibility of promoting knowledge of virtual worlds for Basic Education teachers. However, difficulties experienced throughout the stages show that the teaching authorship in these environments is still a complex task, and one that demands professionals a great deal of interest and dedication to its effectiveness.

This study investigated the benefits and challenges associated with the use of virtual labs to teach students, as well as solutions to overcome the challenges.  This study was because of the need to develop and implement virtual labs in Zambian institutions of learning.  There are plans in Zambia to use virtual labs to supplement the existing laboratory infrastructure and their application would be in a blended type of setting. The study comprised the use of interviews of ten career and technical education (CTE) teachers and five CTE administrators who were from various local school systems and one community college in the Commonwealth of Virginia.  The researcher conducted the interviews, analyzed the data, and determined conclusions. The CTE administrators and teachers all agreed that the benefits of virtual labs included flexibility, hands-on learning, and convenience.  With regard to challenges, CTE administrators indicated the following: inadequate teacher preparation for virtual teaching; constant technological changes, which meant more training for them; software problems; and teachers' resistance to the changes in their curricula.  Teachers, on the other hand, had the following challenges: inadequate communication between them and the technology centers in the schools, frequent failure of laboratory equipment and software, incompetent students allowed to study virtually, and inadequate training to teach in a virtual environment. CTE administrators identified three solutions to the challenges which they had faced.  In order to ensure that their virtual programs were running smoothly, they felt that adequate funding needed to be obtained and kept in the budget for training new and older teachers in the use of new teaching software.  They identified various venues for training teachers, including attendance at conferences, technological expositions, and bringing in software vendors to train the teachers on site.  The administrators also thought that providing adequate and prompt technical support when teachers had technical problems could help overcome the identified challenges.  On the other hand, CTE teachers thought that collaborating with other teachers who were facing similar problems would be an excellent way to overcome challenges.  They also indicated that initial training and continual training to update their skills would help them overcome problems. / Ph. D.

Learning Management Systems (LMSs) are widely used in higher education to improve the learning, teaching, and administrative tasks for both students and instructors. Such systems enrich the educational experience by integrating a wide range of services, such as on-demand course material and training, thus empowering students to achieve their learning outcomes at their own pace. Courses in various sub-fields of Computer Science that seek to provide rich electronic learning (e-learning) experience depend on exercise material being offered in the forms of quizzes, programming exercises, laboratories, simulations, etc. Providing hands on experience in courses such as Internetworking could be facilitated by providing laboratory exercises based on virtual machine environments where the student studies the performance of different internet protocols under different conditions (such as different throughput bounds, error rates, and patterns of changes in these conditions). Unfortunately, the integration of such exercises and their tailored virtual environments is not yet very popular in LMSs. This thesis project investigates the generation of on-demand virtual exercise environments using cloud infrastructures and integration with an LMS to provide a rich e-learning in an Internetworking course. The software deliverable of this project enables instructors to dynamically instantiate virtual laboratories without incurring the overhead of running and maintaining their own physical infrastructure. This sets the foundations for a virtual classroom that can scale in response to higher system utilization during specific periods of the academic calendar. / Lärplattformar (eng. Learning Management Systems (LMS)) används i stor utsträckning för högre utbildning för att förbättra lärande, undervisning och administrativa uppgifter för både studenter och instruktörer. Sådana system berikar den pedagogiska erfarenheten genom att integrera ett brett utbud av tjänster, såsom on-demand kursmaterial och träning, vilket ger studenterna möjlighet att uppnå sina lärandemål i egen takt. Kurser inom olika delområden av datavetenskap som syftar till att ge en bred erfarenhet av elektroniskt lärande (e-learning) har träningsmaterial i form av frågesporter, programmeringsövningar, laboratorier, simuleringar etc. Praktiskt erfarenhet i kurser som Internetworking kan underlättas genom att tillhandahålla laboratorieövningar baserade på virtuella maskinmiljöer där studenten studerar prestanda för olika internetprotokoll under olika förhållanden (t.ex. olika gränsvärden, felfrekvenser och förändringsmönster under dessa förhållanden). Tyvärr är integrationen av sådana övningar och deras skräddarsydda virtuella miljöer ännu inte populär i LMSs. Detta examensarbete undersöker generering av virtuella träningsmiljöer på begäran med hjälp av molninfrastruktur och integration med en LMS för att ge ett rikt e-lärande i en Internetworking-kurs. Programvaran som levereras av detta projekt gör det möjligt för instruktörer att dynamiskt instansera virtuella laboratorier utan att behöva hantera sin egen fysiska infrastruktur. Detta sätter grunden för ett virtuellt klassrum som kan skala med högre systemutnyttjande under specifika perioder av den akademiska kalendern.

Submitted by Victor Vieira (victor.vieira@ifac.edu.br) on 2018-09-26T19:09:30Z No. of bitstreams: 2 20180926_DISSERTAÇÃO_VICTOR_FINAL.pdf: 3244466 bytes, checksum: 921aa5425bc9e309c2b4fa41053f0b2d (MD5) ATA_DEFESA_VICTOR.pdf: 432344 bytes, checksum: 117d1c8915731b4ae1220c39e28827ba (MD5) / Approved for entry into archive by Secretaria PPGI (secretariappgi@icomp.ufam.edu.br) on 2018-09-27T17:59:43Z (GMT) No. of bitstreams: 2 20180926_DISSERTAÇÃO_VICTOR_FINAL.pdf: 3244466 bytes, checksum: 921aa5425bc9e309c2b4fa41053f0b2d (MD5) ATA_DEFESA_VICTOR.pdf: 432344 bytes, checksum: 117d1c8915731b4ae1220c39e28827ba (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-09-27T20:02:50Z (GMT) No. of bitstreams: 2 20180926_DISSERTAÇÃO_VICTOR_FINAL.pdf: 3244466 bytes, checksum: 921aa5425bc9e309c2b4fa41053f0b2d (MD5) ATA_DEFESA_VICTOR.pdf: 432344 bytes, checksum: 117d1c8915731b4ae1220c39e28827ba (MD5) / Made available in DSpace on 2018-09-27T20:02:50Z (GMT). No. of bitstreams: 2 20180926_DISSERTAÇÃO_VICTOR_FINAL.pdf: 3244466 bytes, checksum: 921aa5425bc9e309c2b4fa41053f0b2d (MD5) ATA_DEFESA_VICTOR.pdf: 432344 bytes, checksum: 117d1c8915731b4ae1220c39e28827ba (MD5) Previous issue date: 2018-08-07 / Virtual laboratories (VLs) are educational software that allow the simulation of activities of real laboratories. Its use motivates students and reduces the costs and dangers of these activities, such as dealing with procedures that need to be constantly monitored for the safety of the student or the laboratory equipment itself. In today's context, where students become increasingly digital technology users and educational institutions are struggling financially to acquire technologies to support all the activities that need to be developed, teachers have VLs as an alternative to real labs. However, these teachers are faced with a problem when they decide to use them: the choice of software. Among the mechanisms that have the potential to help teachers adopt these tools are usage information, often lost after an activity with a virtual lab. This work presents a technological infrastructure to support the selection of VLs based on the information provided by the teachers about the experiences of using these laboratories. Initially, an instrument was developed to register teachers' experiences in the use of VLs from initial searches in the literature. The instrument underwent improvements after a pilot study, a systematic review of the literature on the subject and evaluation of specialists. Then the tool called VLEx was developed to organize the records, allowing the visualization of individual and/or grouped information by virtual laboratory about an experiment. Finally, the VLEx underwent an acceptance evaluation, being verified its usefulness, ease and the intention of use by teachers, that consist of the public target in the tool. As a result, we have the instrument for registering teachers' experiences in the use of VLs, the tool that organizes this information and the records of use experience of VLs organized, composing a technological infrastructure capable of making information about a use experience, usually discarded, useful for teaching assistants in the selection of virtual laboratories. / Laboratórios Virtuais (LVs) são softwares educativos que permitem a simulação de atividades de laboratórios reais. Sua utilização motiva os alunos e reduz os custos e perigos existentes nessas atividades, como os de lidar com procedimentos que precisam ser constantemente acompanhados para a segurança do aluno ou do próprio equipamento do laboratório. No contexto atual, onde os alunos se tornam cada vez mais cedo usuários de tecnologias digitais e as instituições de ensino encontram dificuldades financeiras para adquirirem tecnologias para fornecer suporte a todas as atividades que precisam ser desenvolvidas, os professores possuem os LVs como uma alternativa aos laboratórios reais. Porém, esses professores se deparam com um problema quando resolvem utilizá-los: a escolha do software. Entre os mecanismos que possuem potencial para ajudar professores a adotarem essas ferramentas estão as informações sobre o uso, geralmente perdidas após uma atividade com um LVs. Este trabalho apresenta uma infraestrutura tecnológica para o suporte à seleção de LVs a partir das informações fornecidas pelos professores sobre as experiências de uso desses laboratórios. Inicialmente, foi desenvolvido um instrumento para registrar experiências de docentes no uso de LVs a partir de buscas iniciais na literatura. O instrumento passou por melhorias após um estudo piloto, uma revisão sistemática da literatura sobre o tema e avaliação de especialistas. Em seguida, uma ferramenta denominada VLEx foi desenvolvida para organizar os registros, permitindo a visualização de informações individuais e/ou agrupadas por laboratório virtual sobre uma experiência. Finalmente, a VLEx passou por uma avaliação de aceitação, sendo verificada sua utilidade, facilidade e a intenção de uso por professores, que consistem no público-alvo na ferramenta. Como resultado, tem-se o instrumento para o registro de experiências de docentes no uso de laboratório virtual, a ferramenta que organiza essas informações e os registros das experiências de uso de LVs organizados, compondo uma infraestrutura tecnológica capaz de tornar as informações sobre uma experiência de uso, geralmente descartadas, úteis para auxiliar docentes na seleção de LVs.

No description available.