Formalização e validação de aplicações de captura e acesso em ambientes educacionais ubíquos

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Ribeiro, Taffarel Brant
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Uberlândia
BR
Programa de Pós-graduação em Ciência da Computação
Ciências Exatas e da Terra
UFU
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufu.br/handle/123456789/12562
https://doi.org/10.14393/ufu.di.2014.386
Resumo: Capture and Access is a recurring theme of research in Ubiquitous Computing, which deals with the possibility of recording multimedia streams to later provision and access. In academic scope, its use allows the automation of educational activities, collaborating with teaching and learning processes and creating Ubiquitous Learning Environments. In this context, this study aimed to formalize the interactive ows and validate the applicability of a ubiquitous learning platform called Classroom eXperience (CX), located at the Faculty of Computing in Federal University of Uberlândia. During the formalization, we created a language for specifying interactive Web ows based on Colored Petri Nets, which was used for modeling the system. Subsequently, the designed model was veried with a graph of reachability and the language eciency was validated using questionnaires for users and interviews with experts. For CX\'s validation, groups of undergraduate and graduate students were investigated over four semesters. Variables such as user attendance, performance and impressions were collected and analyzed employing statistical techniques for data certication, when appropriate. As a result, the system usage resulted in higher performance increases among undergraduate than graduate students. Their attendance suered no signicant changes between those who had or not contact with the application. Teachers who employed CX in daily activities felt condent while making its use, showing interest in using it more often and recommending the system to colleagues. Students reported they paid more attention to teachers\' explanations who used the application during classes, justifying they did not need to annotate everything written by the instructor and could concentrate on content displayed. In addition, they declared that content recording did not discourage their attendance, but incited them to study more.