Animação educacional infantil: uma análise dos vídeos “Te Vejo na Escola” sob a ótica do design da informação e da teoria cognitiva.
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2021-02-22
Autores
Carr, Joyce
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Universidade Estadual Paulista (Unesp)
Resumo
No Brasil, existe um grande número de alunos desmotivados diante de práticas pedagógicas tradicionalistas. Muitas escolas, no entanto, inseriram tecnologias de informação e comunicação em sua prática educacional apesar de haver dificuldades. Novos estudos neste sentido podem contribuir muito para a mudança de paradigmas sedimentados e a melhoria da educação no país. No âmbito da produção audiovisual, as animações educacionais possuem grandes vantagens como objeto de aprendizagem, facilitando a atenção e retenção de informação pelas crianças. Nesta dissertação buscamos, por meio de métodos exploratórios e qualitativos, validar um desses objetos, o vídeo “Meu amigo lixo”, produzido e divulgado pelo Projeto de Extensão Universitária Te Vejo na Escola da UNESP, Campus de Bauru. A análise do material baseou-se nos conceitos de Design da Informação, Design de Animação, Teoria Cognitiva da Aprendizagem Multimídia, como também Conteúdos e Competências. Uma coleta de dados com 7 crianças, com idades de 6 a 9 anos, de escola pública, utilizando-se de observação da interação com o vídeo sem e com o uso de Eye tracker, além da aplicação de questionários, complementou a pesquisa. Como resultados, aponta-se que o material foi eficiente para a retenção da informação por suas características, tanto narrativas, quanto visuais, o que aponta para o vídeo como um objeto de aprendizagem viável e aplicável.
In Brazil, there are a large number of students who are not motivated by traditionalist pedagogical practices. Many schools, however, have inserted information and communication technologies in their educational practice despite difficulties. New studies in this direction can contribute a lot to the change of established paradigms and the improvement of education in the country. In the scope of audiovisual production, educational animations have great advantages as an object of learning, facilitating the attention and retention of information by children. In this dissertation we seek, by means of exploratory and qualitative methods, to validate one of these objects, the video “My friend trash”, produced and disseminated by the University Extension Project Te Vejo at UNESP School, Campus de Bauru. The analysis of the material was based on the concepts of Information Design, Animation Design, Cognitive Theory of Multimedia Learning, as well as Contents and Skills. A data collection with 7 children, aged 6 to 9 years, from public school, using observation of the interaction with the video without and with the use of Eye tracker, in addition to the application of questionnaires, complemented the research. As a result, it is pointed out that the material was efficient for retaining the information due to its characteristics, both narrative and visual, which points to the video as a viable and applicable learning object
In Brazil, there are a large number of students who are not motivated by traditionalist pedagogical practices. Many schools, however, have inserted information and communication technologies in their educational practice despite difficulties. New studies in this direction can contribute a lot to the change of established paradigms and the improvement of education in the country. In the scope of audiovisual production, educational animations have great advantages as an object of learning, facilitating the attention and retention of information by children. In this dissertation we seek, by means of exploratory and qualitative methods, to validate one of these objects, the video “My friend trash”, produced and disseminated by the University Extension Project Te Vejo at UNESP School, Campus de Bauru. The analysis of the material was based on the concepts of Information Design, Animation Design, Cognitive Theory of Multimedia Learning, as well as Contents and Skills. A data collection with 7 children, aged 6 to 9 years, from public school, using observation of the interaction with the video without and with the use of Eye tracker, in addition to the application of questionnaires, complemented the research. As a result, it is pointed out that the material was efficient for retaining the information due to its characteristics, both narrative and visual, which points to the video as a viable and applicable learning object
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Design da animação, Design da informação, Educação infantil, Tecnologias da informação e comunicação, Teoria cognitiva, Animation design, Information design, Early childhood education, Information and communication technologies, Cognitive theory