Influência da Colaboração na Experiência do Usuário em Ambientes Virtuais de Aprendizagem
Resumo
Ambientes Virtuais de Aprendizagem (AVA) são artefatos de software bastante populares no suporte a atividades colaborativas de aprendizagem. Avaliar a Experiência do Usuário (UX) desses sistemas é importante para produzir referenciais de qualidade que impactam diretamente no engajamento de alunos, professores e demais atores envolvidos. Nesse contexto, este artigo descreve uma investigação na influência de atividades colaborativas na UX de AVAs. Um estudo de caso foi conduzido com alunos de um curso superior em Engenharia de Software, onde foi utilizado o recurso 'Laboratório de Avaliação' da plataforma Moodle, na mediação de uma atividade envolvendo o método de aprendizagem colaborativa 'Revisão por Pares'. Ao final da atividade, utilizamos as técnicas Attrakdiff e Grupo Focal para avaliar a UX da plataforma. Como resultado, constatamos que tanto aspectos estruturais do curso, que envolvem a atividade colaborativa, quanto do recurso tecnológico, influenciaram na UX e precisam ser considerados. Também foram definidas possíveis modificações para a melhoria da UX do Moodle em cenários dessa natureza.
Palavras-chave:
Ambientes Virtuais de Aprendizagem (AVA), Experiência do Usuário (UX), atividades colaborativas
Referências
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Barbosa, M., Valle, P., Nakamura, W., Guerino, G., Finger, A., Lunardi, G., and Silva, W. (2022). Um estudo exploratório sobre métodos de avaliação de user experience em chatbots. In Anais da VI Escola Regional de Engenharia de Software, pages 21–30. SBC.
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Bourgos, N., Chroni, A., Kounalaki, M., Papadopoulou, E., Skarmitzos, A., Triantafilli, A., Zagota, I., Sintoris, C., and Avouris, N. (2021). On evaluating online teaching and learning experience: A usability evaluation study of synchronous teaching plat forms. In CHI Greece 2021: 1st International Conference of the ACM Greek SIGCHI Chapter, pages 1–7.
Brandon, D. P. and Hollingshead, A. B. (1999). Collaborative learning and computer supported groups. Communication education, 48(2):109–126.
Costa, R., Chourio, P., Castro, A., and Gadelha, B. (2019). Revisão por pares na aprendizagem de modelagem de sistemas: concepção de uma ferramenta de suporte. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 1975.
Cress, U., Oshima, J., Rosé, C., and Wise, A. F. (2021). Foundations, processes, technologies, and methods: An overview of cscl through its handbook. International Handbook of Computer-Supported Collaborative Learning, pages 3–22.
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Dilan, R., Gali, M. A., and Llavore, D. (2022). Usability test of moodle lms using empirical data and questionnaire for user interface satisfaction. In 2022 11th International Conference on Software and Computer Applications, pages 29–40.
Girouard, A. and Kang, J. (2021). Reducing the ux skill gap through experiential learning: description and initial assessment of collaborative learning of usability experiences program. In IFIP Conference on Human-Computer Interaction, pages 481–500. Springer.
Gumasing, M. J. J., Vasquez, A. B., Doctora, A. L. S., and Perez, W. D. D. (2022). Usability evaluation of online learning management system: Comparison between blackboard and canvas. In 2022 The 9th International Conference on Industrial Engineering and Applications (Europe), pages 25–31.
Hasan, L. (2018). Usability problems on desktop and mobile interfaces of the moodle learning management system (lms). In Proceedings of the 2018 International Conference on E-Business and Applications, pages 69–73.
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Hassenzahl, M., Burmester, M., and Koller, F. (2003). Attrakdiff: Ein fragebogen zur messungwahrgenommenerhedonischerundpragmatischerqualitat. In Mensch &computer 2003, pages 187–196. Springer.
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Krouska, A., Troussas, C., and Sgouropoulou, C. (2020). Usability and educational affordance of web 2.0 tools from teachers’ perspectives. In 24th Pan-Hellenic Conference on Informatics, pages 107–110.
Langford, J. (2002). Focus groups: Supporting effective product development. CRC press.
Magyar, N. and Haley, S. R. (2020). Balancing learner experience and user experience in a peer feedback web application for moocs. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, pages 1–8.
Magyar, N., Xu, X., and Maher, M. (2020). Creating and evaluating a goal setting prototype for moocs. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, pages 1–8.
Mkpojiogu, E. O., Okeke-Uzodike, O. E., and Emmanuel, E. I. (2021). Quality characteristics of an lms ux psychomotor model for the design and evaluation of learning management systems. In 3rd International Conference on Integrated Intelligent Computing Communication & Security (ICIIC 2021), pages 243–249. Atlantis Press.
Psathas, G., Katsanos, C., Tsiatsos, T., Tegos, S., and Demetriadis, S. (2020). Moocs in higher education: A study on the learning effectiveness, quality and usability of a spocon introduction to programming. In 24th Pan-Hellenic Conference on Informatics, pages 46–49.
Runeson, P., Host, M., Rainer, A., and Regnell, B. (2012). Case study research in software engineering. Guidelines and examples, page 237.
Smit, B. (2021). Introduction to atlas. ti for mixed analysis. In The Routledge Reviewer’s Guide to Mixed Methods Analysis, pages 331-342. Routledge.
Tiosso, F. and Bruschi, S. M. (2022). Usando sistemas colaborativos em recursos educacionais: um estudo de caso na educação superior em computação. In Anais Estendidos do II Simpósio Brasileiro de Educação em Computação, pages 40–43. SBC.
Uribe, D., Klein, J. D., and Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving iii-defined problems. Educational Technology Research and Development, 51(1):5–19.
Wuetherick, B. (2010). Basics of qualitative research: Techniques and procedures for developing grounded theory. Canadian Journal of University Continuing Education, 36(2).
Yin, R. K. (2004). The case study anthology. Sage
Barbosa, M., Valle, P., Nakamura, W., Guerino, G., Finger, A., Lunardi, G., and Silva, W. (2022). Um estudo exploratório sobre métodos de avaliação de user experience em chatbots. In Anais da VI Escola Regional de Engenharia de Software, pages 21–30. SBC.
Barkley, E. F., Cross, K. P., and Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.
Bispo Jr, E. L., Lopes, R. P., and Santos, S. C. (2021). Peer instruction in computing higher education: a case study of a logic in computer science course in brazilian context. Revista Brasileira De Informática Na Educação, 29:1403–1432.
Bourgos, N., Chroni, A., Kounalaki, M., Papadopoulou, E., Skarmitzos, A., Triantafilli, A., Zagota, I., Sintoris, C., and Avouris, N. (2021). On evaluating online teaching and learning experience: A usability evaluation study of synchronous teaching plat forms. In CHI Greece 2021: 1st International Conference of the ACM Greek SIGCHI Chapter, pages 1–7.
Brandon, D. P. and Hollingshead, A. B. (1999). Collaborative learning and computer supported groups. Communication education, 48(2):109–126.
Costa, R., Chourio, P., Castro, A., and Gadelha, B. (2019). Revisão por pares na aprendizagem de modelagem de sistemas: concepção de uma ferramenta de suporte. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 1975.
Cress, U., Oshima, J., Rosé, C., and Wise, A. F. (2021). Foundations, processes, technologies, and methods: An overview of cscl through its handbook. International Handbook of Computer-Supported Collaborative Learning, pages 3–22.
de Kock, E., Van Biljon, J., and Botha, A. (2016). User experience of academic staff in the use of a learning management system tool. In Proceedings of the Annual Conference of the South African Institute of Computer Scientists and Information Technologists, pages 1–10.
Dilan, R., Gali, M. A., and Llavore, D. (2022). Usability test of moodle lms using empirical data and questionnaire for user interface satisfaction. In 2022 11th International Conference on Software and Computer Applications, pages 29–40.
Girouard, A. and Kang, J. (2021). Reducing the ux skill gap through experiential learning: description and initial assessment of collaborative learning of usability experiences program. In IFIP Conference on Human-Computer Interaction, pages 481–500. Springer.
Gumasing, M. J. J., Vasquez, A. B., Doctora, A. L. S., and Perez, W. D. D. (2022). Usability evaluation of online learning management system: Comparison between blackboard and canvas. In 2022 The 9th International Conference on Industrial Engineering and Applications (Europe), pages 25–31.
Hasan, L. (2018). Usability problems on desktop and mobile interfaces of the moodle learning management system (lms). In Proceedings of the 2018 International Conference on E-Business and Applications, pages 69–73.
Hasan, L. (2021). Examining user experience of moodle e-learning system. International Journal of Advanced Computer Science and Applications, 12(11).
Hassenzahl, M., Burmester, M., and Koller, F. (2003). Attrakdiff: Ein fragebogen zur messungwahrgenommenerhedonischerundpragmatischerqualitat. In Mensch &computer 2003, pages 187–196. Springer.
Hassenzahl, M., Diefenbach, S., and Goritz, A. (2010). Needs, affect, and interactive products–facets of user experience. Interacting with computers, 22(5):353–362.
ISO9241-110 (2010). Ergonomics of Human-system Interaction: Part 210: Human centred Design for Interactive Systems. ISO.
Johnson, D. W. et al. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, 1991. ERIC.
Krouska, A., Troussas, C., and Sgouropoulou, C. (2020). Usability and educational affordance of web 2.0 tools from teachers’ perspectives. In 24th Pan-Hellenic Conference on Informatics, pages 107–110.
Langford, J. (2002). Focus groups: Supporting effective product development. CRC press.
Magyar, N. and Haley, S. R. (2020). Balancing learner experience and user experience in a peer feedback web application for moocs. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, pages 1–8.
Magyar, N., Xu, X., and Maher, M. (2020). Creating and evaluating a goal setting prototype for moocs. In Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, pages 1–8.
Mkpojiogu, E. O., Okeke-Uzodike, O. E., and Emmanuel, E. I. (2021). Quality characteristics of an lms ux psychomotor model for the design and evaluation of learning management systems. In 3rd International Conference on Integrated Intelligent Computing Communication & Security (ICIIC 2021), pages 243–249. Atlantis Press.
Psathas, G., Katsanos, C., Tsiatsos, T., Tegos, S., and Demetriadis, S. (2020). Moocs in higher education: A study on the learning effectiveness, quality and usability of a spocon introduction to programming. In 24th Pan-Hellenic Conference on Informatics, pages 46–49.
Runeson, P., Host, M., Rainer, A., and Regnell, B. (2012). Case study research in software engineering. Guidelines and examples, page 237.
Smit, B. (2021). Introduction to atlas. ti for mixed analysis. In The Routledge Reviewer’s Guide to Mixed Methods Analysis, pages 331-342. Routledge.
Tiosso, F. and Bruschi, S. M. (2022). Usando sistemas colaborativos em recursos educacionais: um estudo de caso na educação superior em computação. In Anais Estendidos do II Simpósio Brasileiro de Educação em Computação, pages 40–43. SBC.
Uribe, D., Klein, J. D., and Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving iii-defined problems. Educational Technology Research and Development, 51(1):5–19.
Wuetherick, B. (2010). Basics of qualitative research: Techniques and procedures for developing grounded theory. Canadian Journal of University Continuing Education, 36(2).
Yin, R. K. (2004). The case study anthology. Sage
Publicado
04/11/2024
Como Citar
COSTA, Romualdo; CASTRO, Alberto; GADELHA, Bruno.
Influência da Colaboração na Experiência do Usuário em Ambientes Virtuais de Aprendizagem. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1391-1405.
DOI: https://doi.org/10.5753/sbie.2024.242634.
