Neurociência e a gestão da atenção na educação a distância
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Data
2022-05-10
Autores
Zwicker, Melanie Retz Godoy dos Santos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo apresenta 13 pilares fundamentais para a gestão da atenção em ambientes virtuais de aprendizagem, de modo a contribuir com boas práticas para uma educação à distância mais efetiva. Esses pilares foram desenvolvidos a partir de aportes teóricos da neurociência e da realização de uma pesquisa quali-quantitativa que envolveu 2007 estudantes de graduação da Universidade Virtual do Estado de São Paulo (Univesp) no ano de 2020. Entre os principais desafios identificados estão o uso simultâneo de múltiplas mídias pelos estudantes e seu engajamento concomitante em diversas tarefas paralelas executadas enquanto assistem às aulas on-line, levando-os a apresentar, segundo suas próprias respostas, menores níveis concentração, retenção de conteúdo, participação e motivação para as atividades educativas. A grade maioria dos alunos inquiridos considera excessivo o volume de materiais didáticos e declara ter dificuldades para compreender os conteúdos ministrados, além disso mais da metade dessa amostra de estudantes considera falha a organização dos materiais. Ademais, um número expressivo de participantes da pesquisa declarou já ter sofrido ansiedade, sensação de incapacidade diante das tarefas propostas e percepção de estarem sozinhos e sem apoio para os estudos, fatores que são discutidos no estudo também em função do impacto da pandemia de Covid-19 na atenção dos estudantes que cursam graduação em regime de ensino à distância. A partir dos resultados, a tese apresenta proposições contributivas específicas para a Univesp, assim como recomendações gerais para que instituições de ensino à distância possam aprimorar a gestão da atenção de seus estudantes em ambientes virtuais. Entre essas contribuições estão (a) dosar a carga cognitiva em termos de quantidade de informações, duração e grau de informatividade; (b) utilizar recursos mobilizadores da atenção; (c) criar canais consistentes de interação; (d) desenvolver um ambiente de segurança psicológica para o aluno; e (e) organizar as aulas e atividades de modo a incentivar a execução de uma tarefa por vez, com uma trilha de aprendizagem bem organizada, grau progressivo de dificuldade e feedback aos estudantes. Buscou-se, com isso, contribuir para a compreensão dos processos atencionais e o aprimoramento dos instrumentos de gestão da atenção de estudantes na educação a distância, com vistas a um processo de aprendizagem mais ativo e eficiente.
This study presents 13 fundamental pillars for the management of attention in virtual learning environments, in order to contribute with good practices for a more effective distance education. These pillars were developed from theoretical contributions from neuroscience and from a qualitative-quantitative research involving 2007 undergraduate students from the Virtual University of the State of São Paulo (Univesp) in 2020. Among the main challenges identified are the use of simultaneous use of multiple media by students and their concomitant engagement in several parallel tasks while watching online classes, leading them to present, according to their own answers, lower levels of concentration, content retention, participation and motivation for educational activities. The majority of the students surveyed consider excessive the volume of teaching materials and declare that they have difficulties in understanding the contents taught, in addition more than half of this sample of students considers the organization of the materials is inappropriate. In addition, an expressive number of research participants declared that they had already suffered anxiety, a feeling of incapacity in the face of the proposed tasks and the perception of being alone and without support for their studies, factors that are discussed in the study also due to the impact of the Covid-19 pandemic in the attention of students who attend undergraduate courses in a distance learning regime. Based on the results, the thesis presents specific contribution propositions for Univesp, as well as general recommendations for distance learning institutions to improve the management of their students' attention in virtual environments. Among these contributions are (a) measuring the cognitive load in terms of amount of information, duration and degree of informativeness; (b) use attention mobilizing resources; (c) create consistent channels of interaction; (d) develop a psychologically safe environment for the student; and (e) organize classes and activities in a way that encourages the execution of one task at a time, with a well-organized learning path, progressive degree of difficulty and feedback to students. Thus, we sought to contribute to the understanding of attentional processes and the improvement of instruments for managing students' attention in distance education, aiming a more active and efficient learning process.
This study presents 13 fundamental pillars for the management of attention in virtual learning environments, in order to contribute with good practices for a more effective distance education. These pillars were developed from theoretical contributions from neuroscience and from a qualitative-quantitative research involving 2007 undergraduate students from the Virtual University of the State of São Paulo (Univesp) in 2020. Among the main challenges identified are the use of simultaneous use of multiple media by students and their concomitant engagement in several parallel tasks while watching online classes, leading them to present, according to their own answers, lower levels of concentration, content retention, participation and motivation for educational activities. The majority of the students surveyed consider excessive the volume of teaching materials and declare that they have difficulties in understanding the contents taught, in addition more than half of this sample of students considers the organization of the materials is inappropriate. In addition, an expressive number of research participants declared that they had already suffered anxiety, a feeling of incapacity in the face of the proposed tasks and the perception of being alone and without support for their studies, factors that are discussed in the study also due to the impact of the Covid-19 pandemic in the attention of students who attend undergraduate courses in a distance learning regime. Based on the results, the thesis presents specific contribution propositions for Univesp, as well as general recommendations for distance learning institutions to improve the management of their students' attention in virtual environments. Among these contributions are (a) measuring the cognitive load in terms of amount of information, duration and degree of informativeness; (b) use attention mobilizing resources; (c) create consistent channels of interaction; (d) develop a psychologically safe environment for the student; and (e) organize classes and activities in a way that encourages the execution of one task at a time, with a well-organized learning path, progressive degree of difficulty and feedback to students. Thus, we sought to contribute to the understanding of attentional processes and the improvement of instruments for managing students' attention in distance education, aiming a more active and efficient learning process.
Descrição
Palavras-chave
Gestão da atenção, Educação a Distância, Neurociência, Tecnologias digitais, Ambiente Virtual de Aprendizagem, Attention management, Distance education, Neuroscience, Digital technologies, Virtual learning environment