A Pertinência do Design de Comunicação na Micro-Aprendizagem

• Autor(a) principal: Marina da Conceição Melo Pinto
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/123562
• topic: Outras ciências da engenharia e tecnologias; Other engineering and technologies

Human beings are confronted with huge amounts of information on a daily basis and, at the moment of processing this information, in order to thrive, they are forced to make use of their abilities of selection, grouping, synthesis, focus, organization, classification, ordering and so on. In this line of thought, the way of presenting information to the user encourages different styles of visualization, editing, personalization, reasoning and understanding. Technological evolution allowed a change in the learning contexts confined only to formal, traditional spaces (classroom), allowing to take home and to other informal environments school activities, through the introduction of ubiquitous and mobile devices. The use of portable and mobile devices allows the apprentices to learn anywhere and anytime, characterizing micro-learning, a mobile, ubiquitous and situational learning. As a result, it enables a spontaneous, emergent, situational, flexible, ubiquitous, user-centered learning and focused on a single problem. In this sense, learners can take advantage of interspaces between their daily activities, anytime and anywhere, synchronously or asynchronously, to accomplish a small breakthrough in learning. This, in turn, describes micro-learning, a viable teaching modality that simplifies and facilitates learning. Communication design, as a creative process that works in production and significance of messages, uses different types of signals - plastic, iconic and linguistic - to produce a meaning that users learn to decode. However, these signals interpretation also depends on the cultural and sociocultural knowledge of receivers (users), to whom a work of mental associations in order to integrate the new signals with previous knowledge is required. In this sense and, by acting in the visual organization and interface design, Communication Design may contribute to the reduction of the extrinsic cognitive load presented in the learning materials, helping to promote meaningful learning. Thus, this dissertation aims to identify principles of Communication Design that may be useful in the development of microlearning objects to ubiquitous technologies. Regarding the method, we conducted fifteen semi-structured interviews to digital media content producers, composed of open qualitative questions, likert scales, an ideation moment, and user tests. Subsequently, an inference content analysis study was performed, from which resulted a systematization of the Communication Design principles inferred into a framework.