O Som das Coisas: Promovendo o Engajamento em um Ambiente de Aprendizagem Criativa
Resumo
O artigo descreve os resultados da avaliação de uma oficina voltada para a criação de interfaces tangíveis utilizando aprendizagem criativa como metodologia pedagógica. Foi usado o Makey Makey, uma plataforma para criação de interfaces tangíveis, associada ao Scratch para ensinar conceitos básicos de música. Realizou-se uma avaliação com 16 alunos, observando seu engajamento e a motivação durante a atividade. Para isso, foi aplicada a metodologia SAM-Self Assessment Manikin complementada por outros dois instrumentos autoavaliativos e de observação que indicaram uma resposta emocional e alinhamento com as diretrizes da metodologia apontando engajamento e motivação, o que indica a efetividade do conjunto da proposta.
Palavras-chave:
Interfaces Tangíveis, Aprendizagem Criativa, Makey Makey, Scratch, Engajamento, Motivação
Referências
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Collective, B. M. and Shaw, D. (2012). Makeymakey: improvising tangible and nature-based user interfaces. In Proceedings of the sixth international conference on tangible, embedded and embodied interaction, pages 367–370. ACM.
da Silva, C. S. G. and Gil, M. d. C. S. (2019). Creando material educativo: innovación, arduino y movimiento maker. Cuadernos de documentación multimedia, (30):129–144.
Forum, W. E. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. In Global Challenge Insight Report, World Economic Forum, Geneva.
Kindergarten, G. L. (2007). Scratch. [link]. Acesso em 30/06/19.
Koster, A., Zilse, R., Primo, T., Oliveira, A., Souza, M., Azevedo, D., Maciel, F., and Koch, F. (2016). Towards a digital teaching platform in Brazil: findings from ux experiments. In International Conference on Learning and Collaboration Technologies, pages 685–694. Springer.
Lang, P. and Bradley, M. M. (2007). The international affective picture system (iaps) in the study of emotion and attention. Handbook of emotion elicitation and assessment, 29.
Lemos, S. (2009). Nativos digitais x aprendizagens: um desafio para a escola. Boletim Técnico do Senac, 35(3):38–47.
Mäkelä, S. and Vellonen, V. (2018). Designing for appropriation: A diy kit as an educator's tool in special education schools. International Journal of Human-Computer Studies, 118:14–23.
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Bradley, M. M. and Lang, P. J. (1994). Measuring emotion: the self-assessment manikin and the semantic differential. Journal of behavior therapy and experimental psychiatry, 25(1):49–59.
Bynion, T.-M. and Feldner, M. (2017). Self-Assessment Manikin, pages 1–3.
Collective, B. M. and Shaw, D. (2012). Makeymakey: improvising tangible and nature-based user interfaces. In Proceedings of the sixth international conference on tangible, embedded and embodied interaction, pages 367–370. ACM.
da Silva, C. S. G. and Gil, M. d. C. S. (2019). Creando material educativo: innovación, arduino y movimiento maker. Cuadernos de documentación multimedia, (30):129–144.
Forum, W. E. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. In Global Challenge Insight Report, World Economic Forum, Geneva.
Kindergarten, G. L. (2007). Scratch. [link]. Acesso em 30/06/19.
Koster, A., Zilse, R., Primo, T., Oliveira, A., Souza, M., Azevedo, D., Maciel, F., and Koch, F. (2016). Towards a digital teaching platform in Brazil: findings from ux experiments. In International Conference on Learning and Collaboration Technologies, pages 685–694. Springer.
Lang, P. and Bradley, M. M. (2007). The international affective picture system (iaps) in the study of emotion and attention. Handbook of emotion elicitation and assessment, 29.
Lemos, S. (2009). Nativos digitais x aprendizagens: um desafio para a escola. Boletim Técnico do Senac, 35(3):38–47.
Mäkelä, S. and Vellonen, V. (2018). Designing for appropriation: A diy kit as an educator's tool in special education schools. International Journal of Human-Computer Studies, 118:14–23.
Ministério da Educação, B. (2017). Base nacional comum curricular. [link]. Acesso em 4/07/19.
Morgan, D. L. (1997). Focus groups as qualitative research. Thousand Oaks, Cal: Sage.
Oppenheimer, T. (1997). The computer delusion. The Atlantic Monthly, 280(1):45–62.
Papert, S. (1994). A máquina das crianças. Porto Alegre: Artmed.
Papert, S. and Harel, I. (1991). Situating constructionism. Constructionism, 36(2):1–11.
Pascoal, R. (2017). O que o mais importante instituto de tecnologia do mundo tem a ver com a sua aula. [link]. Acesso em 4/7/19.
Piaget, J. (2013). Principles of Genetic Epistemology: Selected Works vol 7. Routledge.
Resnick, M. (2007). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In Proceedings of the 6th ACM SIGCHI conference on Creativity & cognition, pages 1–6. ACM.
Resnick, M. (2014). Give p’s a chance: Projects, peers, passion, play. In Constructionism and creativity: Proceedings of the Third International Constructionism Conference. Austrian Computer Society, Vienna, pages 13–20.
Publicado
11/11/2019
Como Citar
MACHADO, Marcelo Bender; XAVIER, Eduardo Abreu; RODRIGUES, Andréia Sias; BERNARDI, Kelen; PRIMO, Tiago; TAVARES, Tatiana Aires.
O Som das Coisas: Promovendo o Engajamento em um Ambiente de Aprendizagem Criativa. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 586-595.
DOI: https://doi.org/10.5753/cbie.sbie.2019.586.
