Infographic is a type of information visualization that uses graphic design to enhance human ability to identify patterns and trends. It is popularly used to support spread of information. Yet, there are few studies that investigate how infographics affect learning and how individual factors, such as learning styles and enjoyment of the information affect infographics perception. In this sense, this paper describes a case study performed in an online platform where 27 undergraduate students were randomly assigned to view infographics (n=14) and graphics+text (n=13) as learning materials about the same content. They also responded to questionnaires of enjoyment and learning styles. Our findings indicate that there is no correlation between learning styles and post-test scores. Furthermore, we did not find any difference regarding learning between students using graphics or infographics. Nevertheless, for learners using infographics, we found a significant and positive correlation between correct answers and the positive self-assessment of enjoyment/ pleasure. We also identified that students who used infographics keep their acquired information longer than students who only used graphics+text, indicating that infographics can better support robust learning.

The development and use of Virtual Learning Environments (VLE) has increased considerably over the past decades. Following that trend, many research findings have shown the benefits of using VLE during the learning process. Nevertheless, there are important problems that hinder their use requiring further investigation. Among them, one of the main problems is the inappropriate use of these systems by students. The boredom, lack of interest, monotony, lack of motivation, among other factors, ultimately causes students to behave inappropriately and lead them to a lower performance. In this context, the proposed study investigates whether it is possible to reduce undesirable behaviors and increase performance of students through the use of game mechanics (i.e. gamification). We develop a VLE, E-Game, that can turn on/off several game mechanics, such as points, badges, levels and so on. A case study was conducted with two groups of students to investigate their behavior during their interaction with E-Game with and without gamification. The results indicate that the gamification implemented by E-Game contributed to improve student performance in the case of boys. Yet, improvement was not observed in the case of girls. Furthermore, it was not possible to conclude whether the use of gamification helps to prevent inappropriate student behavior, and therefore, further studies and experiments are needed.

Dedico este trabalho aos meus pais e esposo pelo apoio incondicional, pela paciência e compreensão nos momentos de minha ausência. AGRADECIMENTOSA realização desta dissertação só foi possível devido a colaborações de diversas pessoas, meus sinceros agradecimentos e estima.Ao meu orientador, Seiji Isotani, um agradecimento especial pela confiança, constante empenho e dedicação. Meu sincero muito obrigada pela parceria, amizade e orientação, que possibilitou a conclusão dessa dissertação.À minha co-orientadora Julita Vassileva da Universidade de Saskatchewan, pela parceria, orientação, amizade e todo apoio durante o estágio de mestrado no Canadá. Agradeço também à professora Tracy Bazylak pela atenção e disponibilidade de seus alunos, e à todos do laboratório MADMUC pelo acolhimento e carinho durante essa jornada.Ao professor Ig Bittencourt, da Universidade Federal do Alagoas, e à professora Patrícia Jaques por todas as orientações e instruções ao longo deste mestrado.À direção da escola Álvaro Guião, em especial à professora de matemática Maria Laura Trindade pela atenção e disponibilidade de suas aulas para a realização dos experimentos.Aos amigos de projeto de pesquisa e laboratório CAEd pelas discussões e contribuições no trabalho, em especial à Cida, Kamila, Rachel, Rafaela, Carla e Leonardo pelo envolvimento, pelas dedicações e contribuições aos artigos, pelo auxílio nos experimentos, pelas pesquisas desenvolvidas e pela amizade durante esse período.Aos institutos que financiaram este projeto de pesquisa e outros correlatos: Conselho

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IntroduçãoO desenvolvimento de Jogos Sérios (JSs) é um processo complexo, com alto custo (de recursos humanos, financeiros, tempo e materiais), que requer profissionais qualificados, que detêm conhecimentos de aprendizagem, avaliação, simulação e de jogos em si, além do conteúdo no domínio de aplicação e das ferramentas que serão utilizadas no processo de produção [Aslan e Balci, 2015;Balci, 2012].Para oferecer apoio ao desenvolvimento de JSs, diferentes metodologias foram propostas [Adams et al.

Nowadays, with the spread of massive open online courses (MOOC) there is a significant increase in the number of students learning through the Web. Consequently, there is a growing concern about the quality of the Web-based Educational Software (WES). Despite of various mechanisms to evaluate the quality of this software, most of the quality criteria are spread in different articles found in the literature. Therefore, this work aims to conduct a Systematic Literature Mapping to identify the criteria to assess the quality of WES, and classify them according to their contribution. A total of 78 studies were analyzed and classified into four categories of quality: pedagogical, technical, organizational and social. The results contribute to support the maintenance and improvement of the quality of the WES available to the community.Keywords -web-based educational software, semantic web, quality assessment.

Resumo

Abstract-Interactive Geometry (IG) is a computational approach to teach geometry using interactive geometric objects. It is based on the learning-by-doing method where the representation and manipulation of geometric spaces can support students to construct their knowledge through experience. Several research findings indicate various benefits of using IG in classroom. Nevertheless, IG software developed to date has been based on the desktop model where the interaction between a user and the IG software occurs through the conventional inputs and outputs methods: keyboard, mouse, and a monitor. Currently, this model is being challenged by the widespread adoption and use of mobile devices. In this scenario before building an IG software that can be effectively used in mobile devices such as smartphones and tablets, where the input is based on touches and movements of fingers and the output is a small screen, there is a need to rethink the interface and what interaction methods should be employed. In response to this need, our paper examines the design and development of a GI application for mobile devices. In this study, we have proposed and implemented an interface and interaction model that is suitable for developing a GI software for mobile devices.