Analisando a eficácia do modelo vetorial de busca na ordenação de questionários
Resumo
A elaboração de questionários para posterior aplicação em entrevistas, sejam de levantamento estatístico ou para pesquisa científica, não é uma tarefa trivial, pois questões mal elaboradas podem conduzir a respostas diretas e interpretações ingênuas ou sem sentido. Devido a isso, pode ser interessante reaproveitar, parcial ou totalmente, questionários já construídos com a mesma finalidade. Neste artigo, é descrito um experimento para analisar a utilização do modelo vetorial na recuperação de questionários já existentes na Web. Neste sentido, realizou-se um experimento para verificar a eficácia do modelo vetorial na busca e ordenação de questionários. O resultado da análise do experimento revelou que o modelo vetorial foi eficaz na ordenação do primeiro questionário relevante na maioria das consultas realizadas. Contudo, houve uma variação entre os resultados obtidos e os esperados na ordenação dos questionários que deveriam aparecer a partir da segunda posição em diante.
Palavras-chave:
Questionário, modelo vetorial, ordenação
Referências
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Barrett, T. W., Pizzico, M. C., Levy, B., and Nagel, R. L. 2015. A Review of University Maker Spaces A Review of University Maker Spaces Introduction. 122nd ASEE Annual Conference and Exposition, 1–16.
Blikstein, P. 2013. Digital Fabrication and “Making” in Education: The Democratization of Invention. FabLabs: Of Machines, Makers and Inventors, 1–21.
Bonwell, C. C. and Eison, J. A. 1991. Active learning: Creating excitement in the classroom. Association for the Study of Higher Education, Washington, DC.
Castro, R. M. and Souza, G. S. 2016. O Uso de Recursos Lúdicos para o Ensino de Processos em Engenharia de Software. 24º WEI - Workshop sobre Educação em Computação, XXXVI Congresso da Sociedade Brasileira de Computação, Porto Alegre.
Castro, R. M., Siqueira, S. W. M., Almeida, D. N. and Nascimento, F. C. 2017. AGILITY SCRUM - Um Jogo para Ensino da Metodologia SCRUM. Aceito para publicação no 25º WEI - Workshop sobre Educação em Computação, XXXVII Congresso da Sociedade Brasileira de Computação, São Paulo.
Drake, J. R. 2012. A critical analysis of active learning and an alternative pedagogical framework for introductory information systems courses. Journal of Information Technology Education: Innovations in Practice, 11, 39-52.
Fink, L. D. 2003. Creating significant learning experiences. San Francisco, CA: Jossey-Bass. Freeman,
Genco, N., Hölttä-Otto, K., and Seepersad, C. C. 2012. An experimental investigation of the innovation capabilities of undergraduate engineering students. Journal of Engineering Education, 101(1), 60.
Giraffa, L. M. M. and Móra, M. C. 2013. Evasão e Disciplina de Algoritmo e Programação: Um Estudo a partir dos Fatores Intervenientes na Perspectiva do Aluno. III Conferencia Latinoamericana Sobre El Abandono En La Educación Superior, 1–10.
Goode, S., Willis, R. A., Wolf, J. R., and Harris, A. L. 2007. Enhancing IS education with flexible teaching and learning. Journal of Information Systems Education, 18 (3).
Gudigantala, N. 2013. An active learning approach to teaching undergraduate introduction to MIS Course. Paper presented at the 19th Americas Conference on Information Systems, Chicago, Illinois.
Massey, A. P., Brown, S. A., and Johnston, J. D. 2005. It's All Fun and Games. Until Students Learn. Journal of Information Systems Education, 16 (1).
Mitchell, A., Petter, S., and Harris, A. 2017. Learning By Doing: Twenty Successful Active Learning Exercises for Information Systems Courses. Journal of Information Technology Eduaction: Innovations in Practice, 16(3), 21– 46.
Mitchell, A. and Zigurs, I. 2009. Trust in virtual teams: Solved or still a mystery? Data Base for Advances in Information Systems, 40 (3), 61-83.
Meyers, C. and Jones, T. 1993. Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey- Bass Publishers.
Posch, I. and Fitzpatrick, G. 2012. First steps in the FabLab: experiences engaging children. In Proceedings of the 24th Australian Computer-Human Interaction Conference (pp. 497-500). ACM.
Prince, M. 2004. Does active learning work? A review of the research. Journal of Engineering Education, 93 (3), 223-231.
Ramiller, N. C. 2002. The Virtual Interactive Project: Teaching Analysis and Design Through Narrative and Drama. Communications of the Association for Information Systems, 9(1), 1.
Thomas, D. and Brown, J. S. 2011. A new culture of learning: Cultivating the imagination for a world of constant change: CreateSpace Independent Publishing.
Tseng, T. and Bryant, C. 2011. Collaboration Through Documentation: Automated Capturing of Tangible Constructions to Support Engineering Design, 118–126.
Wankat, P. 2002. The effective efficient professor: Teaching, scholarship and service. Boston, MA: Allyn and Bacon.
Wilczynski, V. 2015. Academic maker spaces and engineering design. In American Society for Engineering Education (Vol. 26, p. 1).
Wilczynski, V., and Foley, A. C. 2014. Designing a Capstone Design Course to Achieve Student Outcomes. In ASME International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers.
Battistella, P. E. and von Wangenheim, C. G. 2016. ENgAGED: Um Processo de Desenvolvimento de Jogos para Ensinar Computação. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE) (Vol. 27, No. 1, p. 380).
Barrett, T. W., Pizzico, M. C., Levy, B., and Nagel, R. L. 2015. A Review of University Maker Spaces A Review of University Maker Spaces Introduction. 122nd ASEE Annual Conference and Exposition, 1–16.
Blikstein, P. 2013. Digital Fabrication and “Making” in Education: The Democratization of Invention. FabLabs: Of Machines, Makers and Inventors, 1–21.
Bonwell, C. C. and Eison, J. A. 1991. Active learning: Creating excitement in the classroom. Association for the Study of Higher Education, Washington, DC.
Castro, R. M. and Souza, G. S. 2016. O Uso de Recursos Lúdicos para o Ensino de Processos em Engenharia de Software. 24º WEI - Workshop sobre Educação em Computação, XXXVI Congresso da Sociedade Brasileira de Computação, Porto Alegre.
Castro, R. M., Siqueira, S. W. M., Almeida, D. N. and Nascimento, F. C. 2017. AGILITY SCRUM - Um Jogo para Ensino da Metodologia SCRUM. Aceito para publicação no 25º WEI - Workshop sobre Educação em Computação, XXXVII Congresso da Sociedade Brasileira de Computação, São Paulo.
Drake, J. R. 2012. A critical analysis of active learning and an alternative pedagogical framework for introductory information systems courses. Journal of Information Technology Education: Innovations in Practice, 11, 39-52.
Fink, L. D. 2003. Creating significant learning experiences. San Francisco, CA: Jossey-Bass. Freeman,
Genco, N., Hölttä-Otto, K., and Seepersad, C. C. 2012. An experimental investigation of the innovation capabilities of undergraduate engineering students. Journal of Engineering Education, 101(1), 60.
Giraffa, L. M. M. and Móra, M. C. 2013. Evasão e Disciplina de Algoritmo e Programação: Um Estudo a partir dos Fatores Intervenientes na Perspectiva do Aluno. III Conferencia Latinoamericana Sobre El Abandono En La Educación Superior, 1–10.
Goode, S., Willis, R. A., Wolf, J. R., and Harris, A. L. 2007. Enhancing IS education with flexible teaching and learning. Journal of Information Systems Education, 18 (3).
Gudigantala, N. 2013. An active learning approach to teaching undergraduate introduction to MIS Course. Paper presented at the 19th Americas Conference on Information Systems, Chicago, Illinois.
Massey, A. P., Brown, S. A., and Johnston, J. D. 2005. It's All Fun and Games. Until Students Learn. Journal of Information Systems Education, 16 (1).
Mitchell, A., Petter, S., and Harris, A. 2017. Learning By Doing: Twenty Successful Active Learning Exercises for Information Systems Courses. Journal of Information Technology Eduaction: Innovations in Practice, 16(3), 21– 46.
Mitchell, A. and Zigurs, I. 2009. Trust in virtual teams: Solved or still a mystery? Data Base for Advances in Information Systems, 40 (3), 61-83.
Meyers, C. and Jones, T. 1993. Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey- Bass Publishers.
Posch, I. and Fitzpatrick, G. 2012. First steps in the FabLab: experiences engaging children. In Proceedings of the 24th Australian Computer-Human Interaction Conference (pp. 497-500). ACM.
Prince, M. 2004. Does active learning work? A review of the research. Journal of Engineering Education, 93 (3), 223-231.
Ramiller, N. C. 2002. The Virtual Interactive Project: Teaching Analysis and Design Through Narrative and Drama. Communications of the Association for Information Systems, 9(1), 1.
Thomas, D. and Brown, J. S. 2011. A new culture of learning: Cultivating the imagination for a world of constant change: CreateSpace Independent Publishing.
Tseng, T. and Bryant, C. 2011. Collaboration Through Documentation: Automated Capturing of Tangible Constructions to Support Engineering Design, 118–126.
Wankat, P. 2002. The effective efficient professor: Teaching, scholarship and service. Boston, MA: Allyn and Bacon.
Wilczynski, V. 2015. Academic maker spaces and engineering design. In American Society for Engineering Education (Vol. 26, p. 1).
Wilczynski, V., and Foley, A. C. 2014. Designing a Capstone Design Course to Achieve Student Outcomes. In ASME International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers.
Publicado
17/05/2017
Como Citar
SOUZA, Richard; DORNELES, Carina.
Analisando a eficácia do modelo vetorial de busca na ordenação de questionários. In: SIMPÓSIO BRASILEIRO DE SISTEMAS DE INFORMAÇÃO (SBSI), 13. , 2017, Lavras.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 563-570.
DOI: https://doi.org/10.5753/sbsi.2017.6088.
