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

• Ano de defesa: 2014
• Autor(a) principal: Ribeiro, Taffarel Brant
• 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
• Palavras-chave em Português: Computação ubíqua; Captura e acesso; Métodos formais; Modelagem de software; Validação de aplicações educacionais; Ambientes educacionais ubíquos; Tecnologia da informação - Educação; Automação - Educação; Ensino à distância; Ubiquitous computing; Capture and access; Formal methods; Software modeling; Validation of educational applications; Ubiquitous learning environments; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/12562; https://doi.org/10.14393/ufu.di.2014.386

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.