Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes

Detalhes bibliográficos
Autor(a) principal: Thees, Andréa
Data de Publicação: 2023
Outros Autores: Machado, Maria Auxiliadora
Tipo de documento: Artigo
Idioma: por
Título da fonte: Informática na Educação: teoria & prática
Texto Completo: https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/123320
Resumo: This work presents part of a doctoral thesis that sought to answer to what extent watching YouTube mathematics videos lessons can contribute to the effective study of mathematical content. The selected video lessons were watched and analyzed based on the principles of CTML, which were adapted to evaluate this format of audiovisual material. A scoring criterion was developed for the characteristics of the video lessons, which allowed us to reflect on the growing projection of YouTube for educational purposes. According to the data collected, it was possible to verify that watching math video classes, available on the social video sharing network YouTube, has become a recurring practice. However, the results found indicated that the degree of adherence of the video class to the CTML principles will interfere in the study of mathematics contents. That is, the more attractive and appealing the video lesson, the lower the chances that the learning of mathematics content will be effective.
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spelling Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classesTeoria Cognitiva de Aprendizagem Multimídia (TCAM): uma proposta adaptada para análise de videoaulasThis work presents part of a doctoral thesis that sought to answer to what extent watching YouTube mathematics videos lessons can contribute to the effective study of mathematical content. The selected video lessons were watched and analyzed based on the principles of CTML, which were adapted to evaluate this format of audiovisual material. A scoring criterion was developed for the characteristics of the video lessons, which allowed us to reflect on the growing projection of YouTube for educational purposes. According to the data collected, it was possible to verify that watching math video classes, available on the social video sharing network YouTube, has become a recurring practice. However, the results found indicated that the degree of adherence of the video class to the CTML principles will interfere in the study of mathematics contents. That is, the more attractive and appealing the video lesson, the lower the chances that the learning of mathematics content will be effective.Esse trabalho apresenta parte de uma tese de doutorado que buscou responder em que medida assistir às videoaulas de matemática do YouTube pode contribuir para o estudo efetivo de conteúdos matemáticos. As videoaulas selecionadas foram assistidas e analisadas com base nos princípios da TCAM, que foram adaptados para avaliação desse formato de material audiovisual. Elaborou-se um critério de pontuação das características das videoaulas, que permitiu refletir acerca da crescente projeção do YouTube para fins educacionais. Conforme os dados coletados foi possível verificar que assistir videoaulas de matemática, disponíveis na rede social de compartilhamento de vídeos YouTube, tornou-se uma prática recorrente. Todavia, os resultados encontrados indicaram que o grau de aderência da videoaula aos princípios da TCAM irá interferir no estudo de conteúdos de matemática. Ou seja, quanto mais atraente e apelativa for a videoaula, menores as chances que a aprendizagem de conteúdos de matemática seja efetivada.Universidade Federal do Rio Grande do Sul2023-02-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/12332010.22456/1982-1654.123320Computers in education: theory & practice; Vol. 25 No. 2 (2022): Informática na Educação: teoria & prática; 50-60Informática na educação: teoria & prática; v. 25 n. 2 (2022): Informática na Educação: teoria & prática; 50-601982-16541516-084Xreponame:Informática na Educação: teoria & práticainstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/123320/89867http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessThees, AndréaMachado, Maria Auxiliadora2023-09-19T18:06:28Zoai:seer.ufrgs.br:article/123320Revistahttps://seer.ufrgs.br/InfEducTeoriaPraticaPUBhttps://seer.ufrgs.br/InfEducTeoriaPratica/oai||revista@pgie.ufrgs.br1982-16541516-084Xopendoar:2023-09-19T18:06:28Informática na Educação: teoria & prática - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
Teoria Cognitiva de Aprendizagem Multimídia (TCAM): uma proposta adaptada para análise de videoaulas
title Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
spellingShingle Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
Thees, Andréa
title_short Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
title_full Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
title_fullStr Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
title_full_unstemmed Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
title_sort Cognitive Theory of Multimedia Learning (CTML): a proposal adapted for analysis of video classes
author Thees, Andréa
author_facet Thees, Andréa
Machado, Maria Auxiliadora
author_role author
author2 Machado, Maria Auxiliadora
author2_role author
dc.contributor.author.fl_str_mv Thees, Andréa
Machado, Maria Auxiliadora
description This work presents part of a doctoral thesis that sought to answer to what extent watching YouTube mathematics videos lessons can contribute to the effective study of mathematical content. The selected video lessons were watched and analyzed based on the principles of CTML, which were adapted to evaluate this format of audiovisual material. A scoring criterion was developed for the characteristics of the video lessons, which allowed us to reflect on the growing projection of YouTube for educational purposes. According to the data collected, it was possible to verify that watching math video classes, available on the social video sharing network YouTube, has become a recurring practice. However, the results found indicated that the degree of adherence of the video class to the CTML principles will interfere in the study of mathematics contents. That is, the more attractive and appealing the video lesson, the lower the chances that the learning of mathematics content will be effective.
publishDate 2023
dc.date.none.fl_str_mv 2023-02-09
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.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/123320
10.22456/1982-1654.123320
url https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/123320
identifier_str_mv 10.22456/1982-1654.123320
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/InfEducTeoriaPratica/article/view/123320/89867
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul
dc.source.none.fl_str_mv Computers in education: theory & practice; Vol. 25 No. 2 (2022): Informática na Educação: teoria & prática; 50-60
Informática na educação: teoria & prática; v. 25 n. 2 (2022): Informática na Educação: teoria & prática; 50-60
1982-1654
1516-084X
reponame:Informática na Educação: teoria & prática
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Informática na Educação: teoria & prática
collection Informática na Educação: teoria & prática
repository.name.fl_str_mv Informática na Educação: teoria & prática - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||revista@pgie.ufrgs.br
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