Wearables Para Coleta de Dados de Estudantes em Ambiente Escolar: Mapeamento Sistemático
Resumo
Dispositivos wearables ou tecnologias vestíveis são utilizados para obter informações sobre o usuário e seu ambiente de maneira não intrusiva e estão presentes em diversas áreas, tais como a educação. Este mapeamento sistemático objetiva traçar um panorama geral sobre o estado atual de pesquisas em salas de aula do ensino básico, que captam dados de alunos com wearables. Foram selecionados 16 artigos sobre o tema para responder duas questões principais de pesquisa: como os dados foram captados e quais o contexto e objetivo dos experimentos. Percebeu-se uma tendência do uso de sensores inerciais comerciais com crianças do ensino fundamental; em relação ao objetivo foi observado que 56% oferecia feedback para o professor ou para a escola.
Palavras-chave:
Dispositivos Vestíveis, Educação, Mapeamento Sistemático
Referências
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Geršak, V., Vitulic, H. S., Prosen, S., Starc, G., Humar, I., and Geršak, G. (2020). Use of wearable devices to study activity of children in classroom; case study—learning geometry using movement. Computer Communications, 150:581–588.
Heravi, B. M., Gibson, J. L., Hailes, S., and Skuse, D. (2018). Playground social interaction analysis using bespoke wearable sensors for tracking and motion capture. In Proceedings of the 5th International Conference on Movement and Computing.
Irvin, D. W., Crutchfield, S. A., Greenwood, C. R., Kearns, W. D., and Buzhardt, J. (2018). An automated approach to measuring child movement and location in the early childhood classroom. Behavior research methods, 50(3):890–901.
Lee, V. R., Drake, J. R., Cain, R., and Thayne, J. (2015). Opportunistic uses of the traditional school day through student examination of fitbit activity tracker data. In Proceedings of the 14th International conference on interaction design and children, pages 209–218.
Lee, V. R., Drake, J. R., and Thayne, J. L. (2016). Appropriating quantified self technologies to support elementary statistical teaching and learning. IEEE Transactions on Learning Technologies, 9(4):354–365.
Lee, V. R., Fischback, L., and Cain, R. (2019). A wearables-based approach to detect and identify momentary engagement in afterschool makerspace programs. Contemporary Educational Psychology, 59:101789.
Mastrandrea, R., Fournet, J., and Barrat, A. (2015). Contact patterns in a high school: a comparison between data collected using wearable sensors, contact diaries and friendship surveys. PloS one, 10(9):e0136497.
Miao, R., Dong, Q., Weng, W. Y., and Yu, X. Y. (2018). The application model of wearable devices in physical education. In International Conference on Blended Learning, pages 311–322. Springer.
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Okuno, H. Y. and Guedes, G. P. (2017). Sliclick-em direção à criação de um apresentador de slides vestível. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 6, page 1280.
Pau, M., Mandaresu, S., Leban, B., and Nussbaum, M. A. (2015). Short-term effects of backpack carriage on plantar pressure and gait in schoolchildren. Journal of Electromyography and Kinesiology, 25(2):406–412.
Petersen, K., Feldt, R., Mujtaba, S., and Mattsson, M. (2008). Systematic mapping studies in software engineering. In 12th International Conference on Evaluation and Assessment in Software Engineering (EASE) 12, pages 1–10.
Saquib, N., Bose, A., George, D., and Kamvar, S. (2018). Sensei: Sensing educational interaction. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 1(4):1–27.
Schmoelz, C. P. et al.. (2014). Padrão de atividade física mensurado por acelerometria no período escolar de crianças do 2o ao 5o ano do ensino fundamental.
Seymour, S. (2008). Fashionable technology: The intersection of design, fashion, science, and technology. Springer.
Sgrò, F., Mango, P., Pignato, S., Schembri, R., Licari, D., and Lipoma, M. (2017). Assessing standing long jump developmental levels using an inertial measurement unit. Perceptual and motor skills, 124(1):21–38.
Stehlé, J., Charbonnier, F., Picard, T., Cattuto, C., and Barrat, A. (2013). Gender homophily from spatial behavior in a primary school: A sociometric study. Social Networks, 35(4):604–613.
Watanabe, J.-I., Yano, K., and Matsuda, S. (2013). Relationship between physical behaviors of students and their scholastic performance. In 2013 IEEE 10th International Conference on Ubiquitous Intelligence and Computing and 2013 IEEE 10th International Conference on Autonomic and Trusted Computing, pages 170 -177. IEEE.
Zhou, Q., Wang, D., Mhurchu, C. N., Gurrin, C., Zhou, J., Cheng, Y., and Wang, H. (2019). The use of wearable cameras in assessing children’s dietary intake and behaviours in china. Appetite, 139:1–7.
Brasil (2018). BNCC - Base Nacional Comum Curricular. http://basenacionalcomum.mec.gov.br/abase/, acesso em Julho de 2020.
Byun, W., Lau, E. Y., and Brusseau, T. A. (2018). Feasibility and effectiveness of a wearable technology-based physical activity intervention in preschoolers: A pilot study. International journal of environmental research and public health, 15(9):1821.
Geršak, V., Vitulic, H. S., Prosen, S., Starc, G., Humar, I., and Geršak, G. (2020). Use of wearable devices to study activity of children in classroom; case study—learning geometry using movement. Computer Communications, 150:581–588.
Heravi, B. M., Gibson, J. L., Hailes, S., and Skuse, D. (2018). Playground social interaction analysis using bespoke wearable sensors for tracking and motion capture. In Proceedings of the 5th International Conference on Movement and Computing.
Irvin, D. W., Crutchfield, S. A., Greenwood, C. R., Kearns, W. D., and Buzhardt, J. (2018). An automated approach to measuring child movement and location in the early childhood classroom. Behavior research methods, 50(3):890–901.
Lee, V. R., Drake, J. R., Cain, R., and Thayne, J. (2015). Opportunistic uses of the traditional school day through student examination of fitbit activity tracker data. In Proceedings of the 14th International conference on interaction design and children, pages 209–218.
Lee, V. R., Drake, J. R., and Thayne, J. L. (2016). Appropriating quantified self technologies to support elementary statistical teaching and learning. IEEE Transactions on Learning Technologies, 9(4):354–365.
Lee, V. R., Fischback, L., and Cain, R. (2019). A wearables-based approach to detect and identify momentary engagement in afterschool makerspace programs. Contemporary Educational Psychology, 59:101789.
Mastrandrea, R., Fournet, J., and Barrat, A. (2015). Contact patterns in a high school: a comparison between data collected using wearable sensors, contact diaries and friendship surveys. PloS one, 10(9):e0136497.
Miao, R., Dong, Q., Weng, W. Y., and Yu, X. Y. (2018). The application model of wearable devices in physical education. In International Conference on Blended Learning, pages 311–322. Springer.
Motti, V. G. (2019). Wearable technologies in education: a design space. In International Conference on Human-Computer Interaction, pages 55–67. Springer.
Motti, V. G. (2020). Introduction to wearable computers. In Wearable Interaction, pages 1–39. Springer.
Okuno, H. Y. and Guedes, G. P. (2017). Sliclick-em direção à criação de um apresentador de slides vestível. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 6, page 1280.
Pau, M., Mandaresu, S., Leban, B., and Nussbaum, M. A. (2015). Short-term effects of backpack carriage on plantar pressure and gait in schoolchildren. Journal of Electromyography and Kinesiology, 25(2):406–412.
Petersen, K., Feldt, R., Mujtaba, S., and Mattsson, M. (2008). Systematic mapping studies in software engineering. In 12th International Conference on Evaluation and Assessment in Software Engineering (EASE) 12, pages 1–10.
Saquib, N., Bose, A., George, D., and Kamvar, S. (2018). Sensei: Sensing educational interaction. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 1(4):1–27.
Schmoelz, C. P. et al.. (2014). Padrão de atividade física mensurado por acelerometria no período escolar de crianças do 2o ao 5o ano do ensino fundamental.
Seymour, S. (2008). Fashionable technology: The intersection of design, fashion, science, and technology. Springer.
Sgrò, F., Mango, P., Pignato, S., Schembri, R., Licari, D., and Lipoma, M. (2017). Assessing standing long jump developmental levels using an inertial measurement unit. Perceptual and motor skills, 124(1):21–38.
Stehlé, J., Charbonnier, F., Picard, T., Cattuto, C., and Barrat, A. (2013). Gender homophily from spatial behavior in a primary school: A sociometric study. Social Networks, 35(4):604–613.
Watanabe, J.-I., Yano, K., and Matsuda, S. (2013). Relationship between physical behaviors of students and their scholastic performance. In 2013 IEEE 10th International Conference on Ubiquitous Intelligence and Computing and 2013 IEEE 10th International Conference on Autonomic and Trusted Computing, pages 170 -177. IEEE.
Zhou, Q., Wang, D., Mhurchu, C. N., Gurrin, C., Zhou, J., Cheng, Y., and Wang, H. (2019). The use of wearable cameras in assessing children’s dietary intake and behaviours in china. Appetite, 139:1–7.
Publicado
24/11/2020
Como Citar
FERREIRA, Poliana Nascimento; RODRIGUEZ, Carla Lopes; MOTTI, Vivian Genaro.
Wearables Para Coleta de Dados de Estudantes em Ambiente Escolar: Mapeamento Sistemático. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 1353-1362.
DOI: https://doi.org/10.5753/cbie.sbie.2020.1353.
