Diretrizes para a Promoção do Senso de Presença na Educação a Distância
DOI:
https://doi.org/10.5753/rbie.2022.2590Keywords:
Senso de Presença, Educação a Distância, Mundos VirtuaisAbstract
Embora em ascensão, observa-se que a Educação a Distância (EAD) ainda possui uma percepção popular de qualidade inferior em comparação com o Ensino Presencial. Estima-se que carências como as de relações interpessoais, do uso de tecnologias mais interativas e dinâmicas, e da realização de práticas profissionais contribuam para essa percepção. Buscando atuar nestas fragilidades, esta pesquisa propõe um suporte midiático composto por Mundos Virtuais (MVs) e Non-Player Characteres (NPCs), com um destes NPCs integrado à tecnologia de Agente Conversacional, atuando na função de Companheiro Virtual. Como aspecto principal, investiga-se o senso de presença, um construto da dimensão afetiva definido como a sensação de “estar lá”. Um total de 132 estudantes realizou uma atividade extracurricular em um de três grupos: Controle, que utilizou o Ambiente Virtual de Aprendizagem web tradicional; Experimental, que utilizou o MV; e Real Experimental, que utilizou o MV com o Companheiro Virtual. Com base nos resultados e discussões e buscando responder à questão de pesquisa “Como promover o senso de presença de forma a contribuir com o processo de aprendizagem na EAD?” foi organizada uma estrutura com sete diretrizes que direcionam o uso das tecnologias mencionadas a fim de se beneficiar de suas potencialidades.
Descargas
Citas
ABED, Associação Brasileira de Educação a Distância. (2019) Censo EAD.BR 2018. Relatório analítico da aprendizagem a distância no Brasil, Curitiba: InterSaberes. [GS Search]
Alenezi, A. M., & Shahi, K. K. (2015). Interactive e-learning through second life with blackboard technology. Procedia-Social and behavioral sciences, 176, 891-897. doi: 10.1016/j.sbspro.2015.01.555 [GS Search]
Alsaaty, F. M., Carter, E., Abrahams, D. and Alshameri, F. (2016) Traditional versus online learning in institutions of higher education: Minority business students’ perceptions. In Business and Management Research, 5(2), 31-41. doi: 10.5430/bmr.v5n2p31 [GS Search]
Battal, A., & Tokel, S. T. (2020). Investigating the Factors Affecting Students' Satisfaction in a Programming Course Designed in 3D Virtual Worlds. Turkish Online Journal of Qualitative Inquiry, 11(2). doi: 10.17569/tojqi.611707 [GS Search]
Blascovich, J., Loomis, J., Beall, A. C., Swinth, K. R., Hoyt, C. L., & Bailenson, J. N. (2002). Immersive virtual environment technology as a methodological tool for social psychology. Psychological Inquiry, 13(2), 103-124. doi: 10.1207/S15327965PLI1302_01 [GS Search]
Caruso, V., Mørch, A. I., Thomassen, I., Hartley, M., & Ludlow, B. (2014). Practicing collaboration skills through role-play activities in a 3D virtual world. In the new development of technology enhanced learning (pp. 165-184). Springer, Berlin, Heidelberg. doi: 10.1007/978-3-642-38291-8_10 [GS Search]
Chow, M. (2016). Determinants of presence in 3D virtual worlds: A structural equation modelling analysis. Australasian Journal of Educational Technology, 32(1). doi: 10.14742/ajet.1939 [GS Search]
Coelho, C., Tichon, J. G., Hine, T. J., Wallis, G. M., & Riva, G. (2006). Media presence and inner presence: the sense of presence in virtual reality technologies. In From communication to presence: Cognition, emotions and culture towards the ultimate communicative experience (pp. 25-45). IOS Press, Amsterdam. [GS Search]
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. doi: 10.2307/249008 [GS Search]
Dalcim, M. G. F. (2018). A Autonomia e os processos de mudança: um estudo sobre a desistência em um curso online. CIET:EnPED:2018 (Congresso Internacional de Educação e Tecnologias / Encontro de Pesquisadores em Educação a Distância). [GS Search]
Dede, C. (1996). The evolution of distance education: Emerging technologies and distributed learning. American Journal of Distance Education, 10 (2), 4-36. doi: 10.1080/08923649609526919 [GS Search]
Díaz, J. E. M., Saldaña, C. A. D., & Avila, C. A. R. (2020). Virtual World as a Resource for Hybrid Education. International Journal of Emerging Technologies in Learning, (15). doi: 10.3991/ijet.v15i15.13025 [GS Search]
Doğan, D., Çınar, M., & Tüzün, H. (2017). Multi-user virtual environments for education. Encyclopedia of Computer Graphics and Games, 1-7. doi: 10.1007/978-3-319-08234-9_172-1 [GS Search]
Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329-342. doi: 10.1177/0047239517736873 [GS Search]
Franceschi, K., Lee, R. M., Zanakis, S. H., & Hinds, D. (2009). Engaging group e-learning in virtual worlds. Journal of Management Information Systems, 26(1), 73-100. doi: 10.2753/MIS0742-1222260104 [GS Search]
Fox, J., Christy, K. R., & Vang, M. H. (2014). The Experience of Presence in Persuasive Virtual Environments. In Interacting with presence: HCI and the sense of presence in computer-mediated environments. DeGruyter Open. ISBN: 978-3-11-040967-3. doi: 10.2478/9783110409697.11 [GS Search]
Girvan, C., & Savage, T. (2019). Virtual worlds: A new environment for constructionist learning. Computers in Human Behavior, 99, 396-414. doi: 10.1016/j.chb.2019.03.017 [GS Search]
Hartley, M. D., Ludlow, B. L. & Duff, M. C. (2015) Second Life®: A 3D virtual immersive environment for teacher preparation courses in a distance education program. In Rural Special Education Quarterly, 34(3), 21-25. [GS Search]
Hassell, M., Goyal, S., Limayem, M., & Boughzala, I. (2009). Being there: An empirical look at learning outcomes in 3D virtual worlds. AMCIS 2009 Proceedings, 733. [GS Search]
Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. Computers & Education, 53(1), 169-182. doi: 10.1016/j.compedu.2009.01.010 [GS Search]
Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents: Face-to- face interaction in interactive learning environments. International Journal of Artificial intelligence in education, 11(1), 47-78. [GS Search]
Kim, Y., Baylor, A. L., & PALS Group. (2006). Pedagogical agents as learning companions: The role of agent competency and type of interaction. Educational Technology Research and Development, 54(3), 223-243. doi: 10.1007/s11423-006-8805-z [GS Search]
Kluge, S., & Riley, L. (2008). Teaching in virtual worlds: Opportunities and challenges. Setting Knowledge Free: The Journal of Issues in Informing Science and Information Technology, 5(5), 127-135. doi: 10.28945/1000 [GS Search]
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development, In: Prentice-Hall. [GS Search]
Kolb, A. Y., Kolb, D. A., Passarelli, A., & Sharma, G. (2014). On becoming an experiential educator: The educator role profile. Simulation & gaming, 45(2), 204-234. [GS Search]
Kostarikas, I., Varlamis, I., & Giannakoulopoulos, A. (2011). Blending distance learning platforms and 3D virtual learning environments. 6th International Conference in Open & Distance Learning – November 2011, Loutraki, Greece. [GS Search]
Krassmann, A. L., Tarouco, L. M. R., & Bercht, M. (2021, November). Investigando o Senso de Presença na Educação a Distância. In Anais dos Workshops do X Congresso Brasileiro de Informática na Educação (pp. 11-20). SBC. doi: 10.5753/wcbie.2021.217613 [GS Search]
Krassmann, A. L., Mazzuco, A. E. R., Tarouco, L. M. R., & Bercht, M. (2020). A percepção popular da Educação a Distância no Brasil. Tear: Revista de Educação Ciência e Tecnologia, v.9, n.1, 2020. doi: 10.35819/tear.v9.n1.a3928 [GS Search]
Lessiter, J., Freeman, J., Keogh, E., & Davidoff, J. (2001). A cross-media presence questionnaire: The ITC-Sense of Presence Inventory. Presence: Teleoperators & Virtual Environments, 10(3), 282-297. doi: 10.1162/105474601300343612 [GS Search]
Lester, J. C., Converse, S. A., Kahler, S. E., Barlow, S. T., Stone, B. A. and Bhogal, R. S. (1997, March) “The persona effect: affective impact of animated pedagogical agents.” In: Proceedings of the ACM SIGCHI Conference on Human factors in computing systems (pp. 359-366). doi: 10.1145/258549.258797 [GS Search]
Liu, D., Bhagat, K. K., Gao, Y., Chang, T. W., & Huang, R. (2017). The Potentials and Trends of Virtual Reality in Education. In Virtual, Augmented, and Mixed Realities in Education (pp. 105-130). Springer, Singapore. [GS Search]
Makowski, D., Sperduti, M., Nicolas, S. and Piolino, P. (2017). “Being there” and remembering it: Presence improves memory encoding. In Consciousness and cognition, 53, 194-202. doi: 10.1016/j.concog.2017.06.015[GS Search]
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2017). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction. doi: 10.1016/j.learninstruc.2017.12.007 [GS Search]
Mayer, R. E. (2002). Multimedia learning. The Annual Report of Educational Psychology in Japan, 41, 27-29. doi: 10.5926/arepj1962.41.0_27 [GS Search]
Masche, J., & Le, N. T. (2017, June). A Review of Technologies for Conversational Systems. In International Conference on Computer Science, Applied Mathematics and Applications (pp. 212-225). Springer, Cham. doi: 10.1007/978-3-319-61911-8_19 [GS Search]
McLaughlan, R. G., & Kirkpatrick, D. (2004). Online roleplay: design for active learning. European Journal of Engineering Education, 29(4), 477-490. doi: 10.1080/03043790410001716293 [GS Search]
Merchant, Z., Keeney-Kennicutt, W., & Goetz, E. (2015). Predicting undergraduate students’ acceptance of second life for teaching chemistry. Journal of Online Learning & Teaching, 11(2). [GS Search]
Monahan, T., McArdle, G., & Bertolotto, M. (2008). Virtual reality for collaborative e- learning. Computers & Education, 50(4), 1339-1353. doi: 10.1016/j.compedu.2006.12.008 [GS Search]
Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and instruction, 19(2), 177-213. doi: 10.1207/S1532690XCI1902_02 [GS Search]
Olafsson, S., O’Leary, T., & Bickmore, T. (2019, May). Coerced Change-talk with Conversational Agents Promotes Confidence in Behavior Change. In 13th International Conference on Pervasive Computing Technologies for Healthcare (pp. 31-40). ACM. doi: 10.1145/3329189.3329202 [GS Search]
O’Neill, D. K., & Sai, T. H. (2014). Why not? Examining college students’ reasons for avoiding an online course. Higher Education, 68(1), 1-14. [GS Search]
Pallavicini, F., Pepe, A., Ferrari, A., Garcea, G., Zanacchi, A., & Mantovani, F. (2020). What Is the Relationship Among Positive Emotions, Sense of Presence, and Ease of Interaction in Virtual Reality Systems? An On-Site Evaluation of a Commercial Virtual Experience. PRESENCE: Virtual and Augmented Reality, 27(2), 183-201. doi: 10.1162/pres_a_00325 [GS Search]
Park, H. S. (2015). Comparing student research competencies in online and traditional face-to-face learning environments. In Online Journal of Distance Education and e-Learning, 3(1), 1. [GS Search]
Pellas, N., Kazanidis, I., Konstantinou, N., & Georgiou, G. (2017). Exploring the educational potential of 3D multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235-2279. [GS Search]
Porto Bellini, C. G. (2018) “The ABCs of effectiveness in the digital society.” In: Communications of the ACM, 61(7), 84-91. doi: 10.1145/3205945 [GS Search]
Puterbaugh, M. D., Shannon, M., & Gorton, H. (2010). A survey of nurses’ attitudes toward distance education and the educational use of 3D virtual environments. Journal of Electronic Resources in Medical Libraries, 7(4), 292-307. doi: 10.1080/15424065.2010.527243 [GS Search]
Ramírez, J., Rico, M., Riofrío-Luzcando, D., Berrocal-Lobo, M., & de Antonio, A. (2018). Students’ evaluation of a virtual world for procedural training in a tertiary-education course. Journal of Educational Computing Research, 56(1), 23-47. [GS Search]
Riva, G., Davide, F., & Ijsselsteijn, W. A. (2003). Being there: The experience of presence in mediated environments. Being there: Concepts, effects and measurement of user presence in synthetic environments, 5. [GS Search]
Rodríguez-Ardura, I., & Meseguer-Artola, A. (2016). What leads people to keep on e- learning? An empirical analysis of users’ experiences and their effects on continuance intention. Interactive Learning Environments, 24(6), 1030-1053. doi: 10.1080/10494820.2014.926275 [GS Search]
Schrader, C. (2013). The Relation between Virtual Presence and Learning Outcomes in Serious Games-The Mediating Effect of Motivation. IxD&A, 19, 38-46. [GS Search]
Sjölie, D. (2012). Presence and general principles of brain function. Interacting with Computers, 24(4), 193-202. doi: 10.1016/j.intcom.2012.04.004 [GS Search]
Slater, M., & Wilbur, S. (1997). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators & Virtual Environments, 6(6), 603-616. [GS Search]
Thisgaard, M., & Makransky, G. (2017). Virtual learning simulations in high school: Effects on cognitive and non-cognitive outcomes and implications on the development of STEM academic and career choice. Frontiers in psychology, 8, 805. doi: 10.3389/fpsyg.2017.00805 [GS Search]
Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE—Virtual Immersive Language Learning and Gaming Environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431-450. doi: doi.org/10.1111/bjet.12388 [GS Search]
Witmer, B. G. and Singer, M. J. (1998) Measuring presence in virtual environments: A presence questionnaire. In Presence, 7(3), 225-240. doi: 10.1162/105474698565686 [GS Search]
Young, A., & Norgard, C. (2006). Assessing the quality of online courses from the students' perspective. The Internet and Higher Education, 9(2), 107-115. doi: 10.1016/j.iheduc.2006.03.001 [GS Search]
Archivos adicionales
Published
Cómo citar
Issue
Section
Licencia
Derechos de autor 2022 Aliane Loureiro Krassmann, Liane Margarida Rockenbach Tarouco, Magda Bercht
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
