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Experiências interativas em realidade virtual para o ensino de conceitos complexos
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As emoções que cada ser humano sente e gere são um fator importante para a compreensão do conceito da experiência humana, visto que, são as emoções que, aliadas à cognição, alteram o comportamento de cada indivíduo perante determinada situação. Contudo, tendo as emoções um pendor subjetivo podem tornar-se abstratas e confusas para quem as estuda. Neste sentido, torna-se igualmente desafiador para muitos docentes universitários encontrarem estratégias para as lecionarem de forma inovadora e cativante. Em particular, os três níveis de processamento e de design (visceral, comportamental, e reflexivo), propostos por Donald A. Norman que se apresentam como uma temática pouco tangível em ambiente de aula.
O presente projeto de investigação teve como objetivo compreender como esta temática pode ser abordada, num contexto educacional, de forma mais didática e interativa, permitindo aos alunos experienciarem e refletirem sobre estes três níveis, ao colocá-los em prática em ambientes imersivos. Os principais objetivos deste estudo incidiram nomeadamente, na criação de uma experiência interativa educativa em realidade virtual que proporcione uma objetiva aprendizagem desta temática, bem como, em perceber quais os estímulos visuais e auditivos deveriam ser implementados, para se transmitirem, aos estudantes, as emoções mais características de cada um dos três níveis de processamento e de design.
O processo investigativo baseou-se numa metodologia mista de base qualitativa e quantitativa. Na primeira fase, relativa ao enquadramento teórico, realizou-se uma revisão da literatura nas diferentes áreas e temas de investigação. Com base nesta informação, deu-se início à segunda fase investigativa, sustentada pela investigação ativa onde se desenvolveu uma experiência interativa e educativa em realidade virtual, como proposta de uma solução mais tangível entre o conhecimento do estudante e os conteúdos a serem assimilados. Por fim, através de um processo iterativo, avaliou-se, num primeiro momento, a usabilidade e a experiência de utilizador da experiência desenvolvida. Num segundo momento, teve-se por base: a avaliação do conhecimento adquirido após a aplicação da experiência, a verificação das respostas emocionais apresentadas pelos estudantes, e os níveis de presença e comprometimento dos estudantes.
No término do projeto, proveniente da presente investigação, alcançou-se uma experiência interativa, educativa e funcional. Contudo, verificou-se a necessidade de melhorias a nível do sentimento de presença que consegue promover nos estudantes. Ainda assim, pôde-se concluir que esta solução apresentou-se capaz de produzir uma correta compreensão dos três níveis de processamento e de design, bem como, de proporcionar, nos estudantes, as respostas emocionais mais características de cada um dos três níveis.
Emotion is an important aspect for understanding the Human experience concept, since it is the emotions, combined with the cognitive system, which will change Human’s behavior at a given situation. Nonetheless, because it is a subjective matter, it can easily become abstract and confusing for students to understand. This being said, it becomes challenging for many university professors to be able to find strategies to teach in an innovative and captivating way. Particularly, the three levels of processing and of design (visceral, behavioral and reflective) proposed by Donald Norman, which are a poorly tangible subject in the traditional classroom environment. The present research seeks to understand how this thematic can be addressed to in an educational context, in a more didactic and interactive way, that allows the students to experience and reflect about these three levels, by putting them in practice in immersive environments. Thereby, this study’s main goals focus, namely, on the creation of an interactive and educative experience in virtual reality to promote an objective learning about the subject, as well as, understanding which are the correct visual and auditory stimulus that need to be applied to transmit to students the three levels’ emotions. The investigative process is based on a mixed qualitative and quantitative methodology. In the first phase, the theoretical framework was based on a literature review in different research areas. In the second phase, the active research, was developed an interactive and educative experience that aimed to a students’ tangible understanding of the three levels of processing and of design. Last, but not least, in the third phase of this investigation, through an iterative process, the usability and user experience of the developed experience were evaluated. In a second stage of this experience, the evaluation was based on: the knowledge acquired by the students, the verification of students’ emotional responses, and their levels of presence and engagement. At the end of this process, we achieved a functional interactive and educative experience. However, there is a need for improvements on the sense of presence that it can promote in students. Even so, it was possible to conclude that this solution was capable of producing a correct understanding of the three levels of processing and design, as well as providing, in students, the most characteristic emotional responses of each of the three levels.
Emotion is an important aspect for understanding the Human experience concept, since it is the emotions, combined with the cognitive system, which will change Human’s behavior at a given situation. Nonetheless, because it is a subjective matter, it can easily become abstract and confusing for students to understand. This being said, it becomes challenging for many university professors to be able to find strategies to teach in an innovative and captivating way. Particularly, the three levels of processing and of design (visceral, behavioral and reflective) proposed by Donald Norman, which are a poorly tangible subject in the traditional classroom environment. The present research seeks to understand how this thematic can be addressed to in an educational context, in a more didactic and interactive way, that allows the students to experience and reflect about these three levels, by putting them in practice in immersive environments. Thereby, this study’s main goals focus, namely, on the creation of an interactive and educative experience in virtual reality to promote an objective learning about the subject, as well as, understanding which are the correct visual and auditory stimulus that need to be applied to transmit to students the three levels’ emotions. The investigative process is based on a mixed qualitative and quantitative methodology. In the first phase, the theoretical framework was based on a literature review in different research areas. In the second phase, the active research, was developed an interactive and educative experience that aimed to a students’ tangible understanding of the three levels of processing and of design. Last, but not least, in the third phase of this investigation, through an iterative process, the usability and user experience of the developed experience were evaluated. In a second stage of this experience, the evaluation was based on: the knowledge acquired by the students, the verification of students’ emotional responses, and their levels of presence and engagement. At the end of this process, we achieved a functional interactive and educative experience. However, there is a need for improvements on the sense of presence that it can promote in students. Even so, it was possible to conclude that this solution was capable of producing a correct understanding of the three levels of processing and design, as well as providing, in students, the most characteristic emotional responses of each of the three levels.
Descrição
Palavras-chave
Experiência interativa Níveis de processamento e de design Ensino-aprendizagem Emoção Cognição Realidade virtual
Contexto Educativo
Citação
Editora
Faculdade Arquitetura, Universidade Lisboa