Capture and Access is a recurring theme of research in Ubiquitous Computing, which deals with the possibility of recording multimedia streams to later provision and access.In academic scope, its use allows the automation of educational activities, collaborating with teaching and learning processes and creating Ubiquitous Learning Environments. In this context, this study aimed to formalize the interactive ows and validate the applicability of a ubiquitous learning platform called Classroom eXperience (CX ), located at the Faculty of Computing in Federal University of Uberlândia. During the formalization, we created a language for specifying interactive Web ows based on Colored Petri Nets, which was used for modeling the system. Subsequently, the designed model was veried with a graph of reachability and the language eciency was validated using questionnaires for users and interviews with experts. For CX's validation, groups of undergraduate and graduate students were investigated over four semesters. Variables such as user attendance, performance and impressions were collected and analyzed employing statistical techniques for data certication, when appropriate. As a result, the system usage resulted in higher performance increases among undergraduate than graduate students. Their attendance suered no signicant changes between those who had or not contact with the application. Teachers who employed CX in daily activities felt condent while making its use, showing interest in using it more often and recommending the system to colleagues.Students reported they paid more attention to teachers' explanations who used the application during classes, justifying they did not need to annotate everything written by the instructor and could concentrate on content displayed. In addition, they declared that content recording did not discourage their attendance, but incited them to study more.
Usage of new technologies in educational scope raises several questions about the efficiency of these approaches and which beneĄts they provide to the academic Ąeld. Investigations in this area cover a line of research called Learning Analytics and, in the literature, many papers that analyze new technological proposals are only aimed at observing improvements that the use of tools can cause. Such researches do not analyze whether the sample size is robust to ensure reliability of results or whether the tool enhancement tends to maintain some inĆuence over stu-dentsŠ performance. Based on this, this thesis determined an optimal sample size of 25 students for the performance analysis of students who do not use teaching support technologies and of 20 students for classes in contact with educational platforms. An Experiments Manager was also developed to organize the visibility of Classroom eXperience (CX) platform functionalities and, using this Experiments Manager, a Factorial Analysis of Variance and a Correlation Analysis were performed. It was observed that studentsŠ performance was inĆuenced by the interaction between CX functionalities and the courses taken by students. In all undergraduate classes, there were signiĄcant increases in student performance in a comparison between the absence of CX and its use with the platform functionalities. Theoretical and mathematical undergraduate courses also presented moderate correlations between the platform usage level and studentsŠ performance. Thus, the platform usage positively inĆuenced the grades of undergraduate students and it was inferred that students who interacted more with CX also obtained the best grades in their classes. In graduate classes, there was no signiĄcant difference in students performance between CX levels of usage, nor the occurrence of correlations that indicated something similar to what happened with undergraduates, although there have also been increases in studentsŠ performance at this academic level.
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