O uso de tecnologias persuasivas ubíquas para potencializar o processo de aprendizagem baseada em problemas

Abstract

Among the Active Learning strategies, Problem-Based Learning (PBL) is one of the most outstanding, because it is an engaging and motivating form of experiential learning, where students are often very close to the immediate details of the problem and the solution proposed, being considered as one of the most motivating methods for student learning. Since in the implementation of the PBL students students become involved and decide on their learning process, it is of the utmost importance that they are motivated. On the other hand, Hmelo-Silver (2004) indicates that even motivation being one of the strengths of the PBL, it is still not fully achieved by current practices. The objective of this thesis is to propose a ubiquitous persuasive technologies to enhance the application of the PBL methodology in undergraduate courses in the area of computing, thus keeping students motivated in their learning process. Therefore, the TutorApp application was developed as a tool that implemented the ubiquitous persuasive technology proposed to interact and motivate students in their learning process, and was used in 2 case studies to be validated. In order to quantify the research results regarding students' motivation gain, we use for quantitative measurement, the model of the framework proposed by Tôledo (2017) in Case Study 1 and the model proposed by Mota (2018) in Case Study 2. In order to qualitatively measure the work, the Collective Subject Discourse (DSC) of Lefèvre and Lefèvre (2009) was used. By analyzing the data generated in the case studies, based on the students' discourse and assessing their motivations for each triggered trigger, we can identify that, in general, the inference of the developed technology was able to touch the students, raising their degree of motivation during the experiment. Excerpts from student discourse, as well as evaluation of the motivation of their profiles, corroborated the conclusion that Persuasive and Ubiquitous Technologies, when used together, can contribute to raise student motivation during PBL practice.