Como a Interface de Comunidades de Perguntas e Respostas Impacta na Aprendizagem?
Resumo
As Comunidades de perguntas e respostas (CQA) online tem sido cada vez mais empregadas como fonte de conhecimento sobre diversos assuntos na Web. Nessas comunidades, o conhecimento crowdsourced gerado a partir das interações é validado pelos pares especialistas nos assuntos ou por consenso alcançado na trilha. Indo para além dessa perspectiva, como a estrutura, forma e organização da interface da CQA impacta na percepção dos recursos e mecanismos sociotécnicos existentes na plataforma, críticos para o adequado uso da trilha e conteúdos para a necessidade de aprendizado. Adotamos neste trabalho uma abordagem qualitativa com Grounded Theory e coleta de dados com o método Think Aloud Protocol. A partir de uma pergunta técnico-conceitual sobre compreensão da relação de 5G com IoT, os participantes eram estimulados a selecionar os conteúdos de três CQA distintas Quora, Reddit e Stack Overflow / Stack Exchange. O grupo de voluntários foram estudantes de pós-graduação de Computação. Como achados deste estudo, a familiaridade com a Interface da CQA leva a melhores estratégias de leitura da trilha. Além disso, percebemos que a existência de elementos visuais não associados ao conteúdo comprometem o uso da trilha para aprendizagem. Também foi percebida que a existência de elementos multimídias (gráficos, figuras ou vídeos) contribuem melhor para necessidade de conhecimentos mais complexos.
Palavras-chave:
CQA, interface visual, aprendizagem informal, conhecimentos, aprendizagem auto-regulada
Referências
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Zhang, H., Wang, S., Chen, T.-H., and Hassan, A. E. (2019). Reading answers on stack overflow: Not enough! IEEE Transactions on Software Engineering, 47(11):2520–2533
Zhang, W.-N., Liu, T., Yang, Y., Cao, L., Zhang, Y., and Ji, R. (2014). A topic clustering approach to finding similar questions from large question and answer archives. PloS one, 9(3):e71511.
Cerasoli, C. P., Alliger, G. M., Donsbach, J. S., Mathieu, J. E., Tannenbaum, S. I., and Orvis, K. A. (2018). Antecedents and outcomes of informal learning behaviors: A meta-analysis. Journal of Business and Psychology, 33(2):203–230.
Charmax, K. (2014). Constructing Grounded Theory. Sage publications, 2nd edition.
Chen, C. and Xing, Z. (2016). Towards correlating search on google and asking on stack overflow. In 2016 IEEE 40th Annual Computer Software and Applications Conference (COMPSAC), volume 1, pages 83–92. IEEE.
Creswell, J. W. (2014). Investigacão qualitativa e projeto de pesquisa. Penso, Porto Alegre, 3rd edition.
Daramola, O., Oladipupo, O., Afolabi, I., and Olopade, A. (2017). Heuristic evaluation of an institutional e-learning system: A nigerian case. International journal of emerging technologies in learning, 12(3).
Deng, S., Tong, J., Lin, Y., Li, H., and Liu, Y. (2019). Motivating scholars’ responses in academic social networking sites: An empirical study on researchgate q&a behavior. Information Processing & Management, 56(6):102082.
Ericsson, K. and Fox, M. (2011). Thinking aloud is not a form of introspection but a qualitatively different methodology: Reply to schooler (2011). Psychological bulletin, 137:351–4.
Francis, J. J., Johnston, M., Robertson, C., Glidewell, L., Entwistle, V., Eccles, M. P., and Grimshaw, J. M. (2010). What is an adequate sample size? operationalising data saturation for theory-based interview studies. Psychology and health, 25(10):1229– 1245.
Gimenez, P. J. d. A., Machado, M. d. O. C., Pinelli, C. P., and Siqueira, S. W. M. (2020). Investigating the learning perspective of searching as learning, a review of the state of the art. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 302–311. SBC.
HajiAminShirazi, S. and Momtazi, S. (2020). Cross-lingual embedding for crosslingual question retrieval in low-resource community question answering. Machine Translation, 34(4):287–303.
Kamienski, A. and Bezemer, C.-P. (2021). An empirical study of q&a websites for game developers. Empirical Software Engineering, 26(6):1–39.
Kumar, S. and Chauhan, A. (2020). Recommending question-answers for enriching textbooks. In International Conference on Big Data Analytics, pages 308–328. Springer.
Le, L. T., Shah, C., and Choi, E. (2019). Assessing the quality of answers autonomously in community question–answering. International Journal on Digital Libraries, 20(4):351– 367.
Li, H., Xing, Z., Peng, X., and Zhao, W. (2013). What help do developers seek, when and how? In 2013 20th working conference on reverse engineering (WCRE), pages 142–151. IEEE.
Liu, E. Z.-F., Cheng, S.-S., and Lin, C. H. (2013). The effects of using online q&a discussion forums with different characteristics as a learning resource. The Asia-Pacific Education Researcher, 22(4):667–675.
Mamykina, L., Manoim, B., Mittal, M., Hripcsak, G., and Hartmann, B. (2011). Design lessons from the fastest q&a site in the west. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 2857–2866.
Nadi, S. and Treude, C. (2020). Essential sentences for navigating stack overflow answers. In 2020 IEEE 27th International Conference on Software Analysis, Evolution and Reengineering (SANER), pages 229–239. IEEE.
Navarrete, V. D. and Calvi, L. (2009). Self-regulated and informal learning: Understanding how new digital contexts support autonomous learning processes. Interaction Design and Architecture (s), (7-8):30–34.
Overflow, S. (2020). Stack overflow’s 2020 developer survey (2020). https://insights.stackoverflow.com/survey/2020.
Procaci, T. B., Nunes, B. P., and Siqueira, S. W. (2021). Aprender ao longo da vida através de ambientes pessoais de aprendizagem. [link]. acessado: 19-Fev-2022.
Saldana, J. (2013). The coding manual for qualitative researchers. Sage publications, 2nd edition.
Urbina, S., Villatoro, S., and Salinas, J. (2021). Self-regulated learning and technologyenhanced learning environments in higher education: A scoping review. Sustainability, 13(13):7281.
Wu, Y., Wang, S., Bezemer, C.-P., and Inoue, K. (2019). How do developers utilize source code from stack overflow? Empirical Software Engineering, 24(2):637–673.
Yilmaz, T., Ozcan, R., Altingovde, I. S., and Özgür Ulusoy (2019). Improving educational web search for question-like queries through subject classification. Information Processing & Management, 56(1):228–246.
Yusuf, N., Yunus, M., and Wahid, N. (2019). A comparative analysis of web search query: informational vs navigational queries. Int.J. Adv. Sci. Eng. Inf. Technol, 9(1):136–141.
Zhang, H., Wang, S., Chen, T.-H., and Hassan, A. E. (2019). Reading answers on stack overflow: Not enough! IEEE Transactions on Software Engineering, 47(11):2520–2533
Zhang, W.-N., Liu, T., Yang, Y., Cao, L., Zhang, Y., and Ji, R. (2014). A topic clustering approach to finding similar questions from large question and answer archives. PloS one, 9(3):e71511.
Publicado
16/11/2022
Como Citar
GIMENEZ, Paulo J. A.; SIQUEIRA, Sean W. M..
Como a Interface de Comunidades de Perguntas e Respostas Impacta na Aprendizagem?. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 648-659.
DOI: https://doi.org/10.5753/sbie.2022.224936.
