Instructional methods are processes that assist on organizing and structuring courses in the educational field. This study analyzed eight instructional methods in order to choose the most suitable for the construction of an Instructional Design for Computer Networks teaching within the Virtual World (VW) TCN5. The phases of each method were separated according to design and implementation stages of Classic Instructional Design. At the end of the study, ADDIE ASSURE and Dick and Carey methods were the most suited to the research scope. Resumo. Métodos instrucionais são processos que auxiliam na organização e estruturação de cursos no campo da educação. Neste estudo foram analisados oito métodos instrucionais, a fim de eleger o mais adequado para a construção de um Design Instrucional para o ensino de Redes de Computadores dentro do Mundo Virtual (MV) TCN5. As fases de cada método foram separadas de acordo com as etapas de concepção e execução do Design Instrucional Clássico. Ao final do estudo os métodos ADDIE e Dick e Carey foram os que mais se adequaram ao escopo da pesquisa.
Este artigo apresenta um levantamento sobre ambientes virtuais tridimensionais educacionais que estão sendo desenvolvidos, bem como critérios avaliativos, apresentado uma proposta de metodologia para a avaliação de mundos virtuais, segundo critérios tecnológicos e pedagógicos. A validação foi realizada no ambiente TCN5, expondo uma avaliação positiva da aplicação. O resultado do questionário pode ser considerado de confiança, segundo o coeficiente Alfa de Cronbach, que diagnosticou o mesmo como aceitável.
Digital serious games and game-based learning have contributed to the expansion of new educational paradigms, where the use of computing resources is mixed with traditional ways of teaching. Allied to these advances, the virtual worlds are increasingly being used as tools to motivate students, providing immersion, autonomy and dynamism. This paper shows the development and application, focusing on the latter, of JASPION, a ubiquitous serious game integrated to OpenSim virtual world for computer networks education, which has an adventure narrative style with a storyline inspired in "The Fantastic JASPION" television series, placing the player in the role of a character. Topics of computer networks' subject from Computer Science degree are contemplated. The ubiquitous features are contemplated by the sensitivity of cognitive style and level of expertise contexts, providing a customized game play profile for different players. The approach seeks to place the student on a transparent learning environment, reflecting aspects of ubiquitous learning, and is applied taking advantage of an assessment carried out by a hybrid method that explores two main instruments: adaptation of a questionnaire (Savi, 2011) and analysis of user's interaction with the game through the computer screen capture. The results show the existence of motivational signs on students about computer networks discipline, highlighting the game's potential as an educational tool.
O objetivo deste estudo é problematizar a aproximação de ideias e conceitos fornecidos pela Teoria da Carga Cognitiva, Teoria Cognitiva da Aprendizagem Multimídia, as Heurísticas de Usabilidade de Interfaces e o estudo sobre aprendizado eletrônico. Para isso, descreve-se as principais características e realiza-se a convergência de princípios e diretrizes para a minimização da carga cognitiva na educação on-line. Esta pesquisa utilizou-se de estudo bibliográfico e identificou, nas obras escolhidas, 16 princípios para minimização do esforço mental do estudante, tanto na apresentação de conteúdos como na interação com o ambiente eletrônico.
This study presents a proposal for the development of JASPION, an adaptable to the user context's serious game, integrated into a pre-existing virtual world, built on OpenSim platform, which offers computer networks discipline's educational objects from Computer Science higher education. It is intended to provide the student a gameplay profile personalized to his cognitive style and level of expertise, supporting a significant and versatile learning process by using serious games.Resumo. Este estudo apresenta uma proposta para o desenvolvimento do JASPION, um jogo sério adaptável ao contexto do usuário, integrado a um mundo virtual pré-existente, construído na plataforma OpenSim, que dispõe de objetos educacionais da disciplina de redes de computadores do ensino superior em Ciência da Computação. Pretende-se propiciar ao estudante um perfil de jogabilidade personalizado ao seu estilo cognitivo e nível de expertise, apoiando um processo de aprendizagem significativa e versátil por meio da utilização de jogos sérios.
This chapter presents the development and implementation of an instructional design (ID) for computer networks learning within a three-dimensional (3D) virtual world (VW) that considers characteristics of cognitive style and level of expertise of the student, titled TCN5. For this purpose, a hybrid model of ID was created based on ADDIE and Dick and Carey models. To facilitate the inclusion and management of didactic materials, an educational resources manager called GRECx was developed, which was allocated to the VW through web pages inserted in 3D media objects. The approach was submitted to the evaluation of a sample of students, who pointed out that it allows greater use of didactic materials within the immersive environment, and that GRECx can actually help teachers in the inclusion of resources, avoiding the need to deal with VW settings.
This chapter presents the development and implementation of an instructional design (ID) for computer networks learning within a three-dimensional (3D) virtual world (VW) that considers characteristics of cognitive style and level of expertise of the student, titled TCN5. For this purpose, a hybrid model of ID was created based on ADDIE and Dick and Carey models. To facilitate the inclusion and management of didactic materials, an educational resources manager called GRECx was developed, which was allocated to the VW through web pages inserted in 3D media objects. The approach was submitted to the evaluation of a sample of students, who pointed out that it allows greater use of didactic materials within the immersive environment, and that GRECx can actually help teachers in the inclusion of resources, avoiding the need to deal with VW settings.
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