EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS

Detalhes bibliográficos
Autor(a) principal: Vasconcellos da Luz, Vitória
Data de Publicação: 2023
Outros Autores: Dutra Piovesan, Sandra, Brasil Irala, Valesca
Tipo de documento: Artigo
Idioma: por
spa
eng
Título da fonte: Revista Brasileira de Aprendizagem Aberta e a Distância
Texto Completo: https://seer.abed.net.br/RBAAD/article/view/675
Resumo: In recent decades, the growth of online education practices has been remarkable, aimed at promoting different types of knowledge and also professional training. In this scenario, massive and open online courses (known by the acronym MOOCs) gained greater visibility. In this modality, there is a centrality, in the pedagogical design, of the presence of educational videos. On the other hand, there are studies that characterize the role of emotions as fundamental, capable of accelerating or disturbing the learning process. Therefore, this study aims to analyze the perceptions and emotions of users when watching videos made available in a MOOC, aiming to define guidelines for those who intend to develop videos for MOOCs. The research took place in four stages, the first being a bibliographic review and definition of the method for inferring emotions. The method chosen was the analysis of facial expressions, through the use of the online tool EZ-MMLA ToolKit, which captures the image and defines the emotions, considering the basic emotions and the application of a questionnaire called AEQ (Achievement Emotions Questionnaire) that aims to assess the emotions of achievement experienced during educational tasks, adapted for research. Subsequently, the users' emotions were evaluated when watching the videos. The third step was data analysis and, finally, the definition of guidelines on creating videos for MOOCs. In general terms, it was possible to define that the best accepted video, among those presented, was the one that shows a tutorial and the least accepted was the one that presents synthetic voice narration. Other comments from the participants regarding the analyzed videos emphasize the need for an expressive number of examples with images, less information (short duration videos), removing background music, and, as a positive point, the presence of an avatar and posture who passes the information.
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spelling EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCSEMOCIONES DE LOS USUARIOS ANTE VIDEOS EDUCATIVOS: UN ESTUDIO DE CASO ENFOCADO EN LA CONSTRUCCIÓN DE DIRECTRIZES PARA LA PRODUCCIÓN DE MOOCSEmoções de Usuários frente a Vídeos Educacionais: um estudo de caso voltado à construção de orientações para a produção de MOOCsemotionseducational videosMOOCsemocionesvideos educativosMOOCsemoçõesvídeos educacionaisMOOCsIn recent decades, the growth of online education practices has been remarkable, aimed at promoting different types of knowledge and also professional training. In this scenario, massive and open online courses (known by the acronym MOOCs) gained greater visibility. In this modality, there is a centrality, in the pedagogical design, of the presence of educational videos. On the other hand, there are studies that characterize the role of emotions as fundamental, capable of accelerating or disturbing the learning process. Therefore, this study aims to analyze the perceptions and emotions of users when watching videos made available in a MOOC, aiming to define guidelines for those who intend to develop videos for MOOCs. The research took place in four stages, the first being a bibliographic review and definition of the method for inferring emotions. The method chosen was the analysis of facial expressions, through the use of the online tool EZ-MMLA ToolKit, which captures the image and defines the emotions, considering the basic emotions and the application of a questionnaire called AEQ (Achievement Emotions Questionnaire) that aims to assess the emotions of achievement experienced during educational tasks, adapted for research. Subsequently, the users' emotions were evaluated when watching the videos. The third step was data analysis and, finally, the definition of guidelines on creating videos for MOOCs. In general terms, it was possible to define that the best accepted video, among those presented, was the one that shows a tutorial and the least accepted was the one that presents synthetic voice narration. Other comments from the participants regarding the analyzed videos emphasize the need for an expressive number of examples with images, less information (short duration videos), removing background music, and, as a positive point, the presence of an avatar and posture who passes the information.En las últimas décadas ha sido notable el crecimiento de las prácticas de educación en línea, dirigidas a promover diferentes tipos de conocimiento y también a la formación profesional. En este escenario, los cursos en línea masivos y abiertos (conocidos por las siglas MOOC) ganaron mayor visibilidad. En esta modalidad, hay una centralidad, en el diseño pedagógico, de la presencia de videos educativos. Por otro lado, existen estudios que caracterizan el papel de las emociones como fundamentales, capaces de acelerar o perturbar el proceso de aprendizaje. Por lo tanto, este estudio tiene como objetivo analizar las percepciones y emociones de los usuarios al ver videos disponibles en un MOOC, con el objetivo de definir pautas para aquellos que pretenden desarrollar videos para MOOC. La investigación se desarrolló en cuatro etapas, siendo la primera una revisión bibliográfica y definición del método para inferir emociones. El método elegido fue el análisis de las expresiones faciales, utilizando la herramienta online EZ-MMLA ToolKit, que capta la imagen y define las emociones, considerando las emociones básicas y aplicando un cuestionario adaptado del AEQ (Achievement Emotions Questionnaire), cuyo objetivo es evaluar las emociones experimentadas durante las tareas educativas. Posteriormente se realizó la evaluación de las emociones y percepción de los usuarios al visualizar los videos. El tercer paso fue el análisis de datos y, por último, la definición de pautas para la creación de videos para MOOC. En términos generales, se pudo definir que el video con mejor aceptación, entre los presentados, fue el que muestra un tutorial y el de menor aceptación fue el que presenta narración de voz sintética. Otras observaciones presentadas por las percepciones de los participantes respecto a los videos analizados destacan la necesidad de mayor número de ejemplos con imágenes, menor información (videos de corta duración), eliminación de la música de fondo y, como punto positivo, la presencia de un avatar y postura de la persona que pasa la información.Nas últimas décadas, tem sido notável o crescimento de práticas de educação online, voltadas à promoção de diferentes conhecimentos e também à capacitação profissional. Nesse cenário, os cursos online, massivos e abertos (conhecidos pela sigla MOOCs) passaram a ter maior visibilidade. Nessa modalidade, há centralidade, no design pedagógico, da presença de vídeos educacionais. Por outro lado, existem estudos que caracterizam como fundamental o papel das emoções, capazes de acelerar ou perturbar o processo de aprendizagem. Diante disso, este estudo visa analisar as percepções e emoções dos usuários ao assistirem vídeos disponibilizados em um MOOC, visando a definição de orientações para quem pretende desenvolver vídeos para MOOCs. A pesquisa se deu em quatro etapas, sendo a primeira de revisão bibliográfica e definição do método para inferência das emoções. O método escolhido foi a análise das expressões faciais, através da utilização da ferramenta online EZ-MMLA ToolKit, que realiza a captura da imagem e definição das emoções, considerando as emoções básicas e a aplicação de um questionário adaptado do AEQ (Achievement Emotions Questionnaire), que visa avaliar as emoções vivenciadas durante tarefas educacionais. Posteriormente, foi realizada a avaliação das emoções e percepção dos usuários ao assistir os vídeos. A terceira etapa foi a análise dos dados e, por fim, a definição de orientações sobre a criação de vídeos para MOOCs. Em termos gerais, foi possível definir que o vídeo melhor aceito, entre os apresentados, foi o que mostra um tutorial e o menos aceito foi o que apresenta narração por voz sintética. Outras observações apresentadas pelas percepções dos participantes quanto aos vídeos analisados enfatizam a necessidade de um número maior de exemplos com imagens, menor quantidade de informação (vídeos de duração curta), retirar fundo musical e, como ponto positivo, a presença de avatar e a postura de quem passa as informações.Revista Brasileira de Aprendizagem Aberta e a Distância2023-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdfhttps://seer.abed.net.br/RBAAD/article/view/67510.17143/rbaad.v22i1.675Revista Brasileira de Aprendizagem Aberta e a Distância; v. 22 n. 1 (2023)1806-13622359-034310.17143/rbaad.v22i1reponame:Revista Brasileira de Aprendizagem Aberta e a Distânciainstname:Associação Brasileira de Educação a Distância (ABED)instacron:ABEDporspaenghttps://seer.abed.net.br/RBAAD/article/view/675/459https://seer.abed.net.br/RBAAD/article/view/675/460https://seer.abed.net.br/RBAAD/article/view/675/461Bagé, Rio Grande do SulBagé, Río Grande del SurBagé, Rio Grande do SulCopyright (c) 2023 Revista Brasileira de Aprendizagem Aberta e a Distânciahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVasconcellos da Luz, VitóriaDutra Piovesan, SandraBrasil Irala, Valesca 2024-04-18T21:17:54Zoai:ojs.emnuvens.com.br:article/675Revistahttp://seer.abed.net.br/index.php/RBAAD/ONGhttp://seer.abed.net.br/index.php/RBAAD/oairbaad@abed.org.br || abed@abed.org.br1806-13622359-0343opendoar:2024-04-18T21:17:54Revista Brasileira de Aprendizagem Aberta e a Distância - Associação Brasileira de Educação a Distância (ABED)false
dc.title.none.fl_str_mv EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
EMOCIONES DE LOS USUARIOS ANTE VIDEOS EDUCATIVOS: UN ESTUDIO DE CASO ENFOCADO EN LA CONSTRUCCIÓN DE DIRECTRIZES PARA LA PRODUCCIÓN DE MOOCS
Emoções de Usuários frente a Vídeos Educacionais: um estudo de caso voltado à construção de orientações para a produção de MOOCs
title EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
spellingShingle EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
Vasconcellos da Luz, Vitória
emotions
educational videos
MOOCs
emociones
videos educativos
MOOCs
emoções
vídeos educacionais
MOOCs
title_short EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
title_full EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
title_fullStr EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
title_full_unstemmed EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
title_sort EMOTIONS OF USERS IN FRONT OF EDUCATIONAL VIDEOS: A CASE STUDY FOCUSED ON THE CONSTRUCTION OF GUIDELINES FOR THE PRODUCTION OF MOOCS
author Vasconcellos da Luz, Vitória
author_facet Vasconcellos da Luz, Vitória
Dutra Piovesan, Sandra
Brasil Irala, Valesca
author_role author
author2 Dutra Piovesan, Sandra
Brasil Irala, Valesca
author2_role author
author
dc.contributor.author.fl_str_mv Vasconcellos da Luz, Vitória
Dutra Piovesan, Sandra
Brasil Irala, Valesca
dc.subject.por.fl_str_mv emotions
educational videos
MOOCs
emociones
videos educativos
MOOCs
emoções
vídeos educacionais
MOOCs
topic emotions
educational videos
MOOCs
emociones
videos educativos
MOOCs
emoções
vídeos educacionais
MOOCs
description In recent decades, the growth of online education practices has been remarkable, aimed at promoting different types of knowledge and also professional training. In this scenario, massive and open online courses (known by the acronym MOOCs) gained greater visibility. In this modality, there is a centrality, in the pedagogical design, of the presence of educational videos. On the other hand, there are studies that characterize the role of emotions as fundamental, capable of accelerating or disturbing the learning process. Therefore, this study aims to analyze the perceptions and emotions of users when watching videos made available in a MOOC, aiming to define guidelines for those who intend to develop videos for MOOCs. The research took place in four stages, the first being a bibliographic review and definition of the method for inferring emotions. The method chosen was the analysis of facial expressions, through the use of the online tool EZ-MMLA ToolKit, which captures the image and defines the emotions, considering the basic emotions and the application of a questionnaire called AEQ (Achievement Emotions Questionnaire) that aims to assess the emotions of achievement experienced during educational tasks, adapted for research. Subsequently, the users' emotions were evaluated when watching the videos. The third step was data analysis and, finally, the definition of guidelines on creating videos for MOOCs. In general terms, it was possible to define that the best accepted video, among those presented, was the one that shows a tutorial and the least accepted was the one that presents synthetic voice narration. Other comments from the participants regarding the analyzed videos emphasize the need for an expressive number of examples with images, less information (short duration videos), removing background music, and, as a positive point, the presence of an avatar and posture who passes the information.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.abed.net.br/RBAAD/article/view/675
10.17143/rbaad.v22i1.675
url https://seer.abed.net.br/RBAAD/article/view/675
identifier_str_mv 10.17143/rbaad.v22i1.675
dc.language.iso.fl_str_mv por
spa
eng
language por
spa
eng
dc.relation.none.fl_str_mv https://seer.abed.net.br/RBAAD/article/view/675/459
https://seer.abed.net.br/RBAAD/article/view/675/460
https://seer.abed.net.br/RBAAD/article/view/675/461
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Brasileira de Aprendizagem Aberta e a Distância
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Brasileira de Aprendizagem Aberta e a Distância
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.coverage.none.fl_str_mv Bagé, Rio Grande do Sul
Bagé, Río Grande del Sur
Bagé, Rio Grande do Sul
dc.publisher.none.fl_str_mv Revista Brasileira de Aprendizagem Aberta e a Distância
publisher.none.fl_str_mv Revista Brasileira de Aprendizagem Aberta e a Distância
dc.source.none.fl_str_mv Revista Brasileira de Aprendizagem Aberta e a Distância; v. 22 n. 1 (2023)
1806-1362
2359-0343
10.17143/rbaad.v22i1
reponame:Revista Brasileira de Aprendizagem Aberta e a Distância
instname:Associação Brasileira de Educação a Distância (ABED)
instacron:ABED
instname_str Associação Brasileira de Educação a Distância (ABED)
instacron_str ABED
institution ABED
reponame_str Revista Brasileira de Aprendizagem Aberta e a Distância
collection Revista Brasileira de Aprendizagem Aberta e a Distância
repository.name.fl_str_mv Revista Brasileira de Aprendizagem Aberta e a Distância - Associação Brasileira de Educação a Distância (ABED)
repository.mail.fl_str_mv rbaad@abed.org.br || abed@abed.org.br
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