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Influência dos manuais digitais na atenção e concentração dos alunos
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O presente estudo tem como objetivo analisar o impacto da utilização de
manuais digitais no desempenho da atenção e concentração de alunos da Região
Autónoma da Madeira (RAM). Esta investigação integra-se no projeto TASRAM-CIT,
um projeto longitudinal desenvolvido em parceria com a Universidade da Madeira e a
Secretaria Regional de Educação, Ciência e Tecnologia. Foram avaliados 704 alunos do
ensino básico e secundário em dois momentos distintos, com recurso ao teste de atenção
D2, validado e adaptado para a população portuguesa. A amostra foi dividida entre dois
grupos: alunos que utilizavam manuais digitais e alunos que utilizavam manuais físicos.
Os resultados revelaram melhorias significativas nos indicadores de atenção e
concentração em ambos os grupos ao longo do tempo. A análise estatística recorreu a
testes t de Student e ANOVA mista, com verificação dos pressupostos de normalidade e
homogeneidade. As diferenças encontradas apresentaram significância estatística e
efeitos moderados a elevados em diversas variáveis, reforçando a validade dos
resultados. Apesar da perceção positiva associada à utilização dos manuais digitais, os
dados sugerem que a sua eficácia depende fortemente da forma como são integrados
pedagogicamente. Este estudo contribui para a reflexão sobre os efeitos reais da
digitalização educativa, reforçando a necessidade de uma implementação consciente,
acompanhada de formação contínua para docentes, e adaptada às realidades das escolas.
São discutidas implicações práticas, limitações metodológicas e propostas para
investigações futuras, com enfoque em estudos longitudinais e de intervenção que
explorem mais profundamente os efeitos da tecnologia nos processos cognitivos e no
rendimento escolar.
This study aims to analyze the impact of digital textbook use on students’ attention and concentration in the Autonomous Region of Madeira (RAM). The research is integrated in the TASRAM-CIT project, a longitudinal study conducted in partnership with the University of Madeira and the Regional Secretary for Education, Science and Technology. A total of 704 primary and secondary school students were assessed at two different time points using the D2 Attention Test, validated for the portuguese population. The sample was divided into two groups: students using digital textbooks and those using traditional printed textbooks. Results showed significant improvements in attention and concentration indicators across both groups over time. Statistical analysis involved paired t-tests and mixed ANOVA, with checks for normality and homogeneity assumptions. The differences found were statistically significant and demonstrated moderate to large sizes, reinforcing the robustness of the results. Although digital textbooks were positively perceived, the data suggest that their effectiveness strongly depends on how they are pedagogically integrated. This study contributes to the debate on the real effects of educational digitalization, emphasizing the need for conscious implementation supported by continuous teacher training and adaptation to the realities of each school. Practical implications, methodological limitations, and recommendations for future research are discussed, with a focus on longitudinal and intervention-based studies exploring the effects of technology on cognitive processes and academic performance.
This study aims to analyze the impact of digital textbook use on students’ attention and concentration in the Autonomous Region of Madeira (RAM). The research is integrated in the TASRAM-CIT project, a longitudinal study conducted in partnership with the University of Madeira and the Regional Secretary for Education, Science and Technology. A total of 704 primary and secondary school students were assessed at two different time points using the D2 Attention Test, validated for the portuguese population. The sample was divided into two groups: students using digital textbooks and those using traditional printed textbooks. Results showed significant improvements in attention and concentration indicators across both groups over time. Statistical analysis involved paired t-tests and mixed ANOVA, with checks for normality and homogeneity assumptions. The differences found were statistically significant and demonstrated moderate to large sizes, reinforcing the robustness of the results. Although digital textbooks were positively perceived, the data suggest that their effectiveness strongly depends on how they are pedagogically integrated. This study contributes to the debate on the real effects of educational digitalization, emphasizing the need for conscious implementation supported by continuous teacher training and adaptation to the realities of each school. Practical implications, methodological limitations, and recommendations for future research are discussed, with a focus on longitudinal and intervention-based studies exploring the effects of technology on cognitive processes and academic performance.
Descrição
Palavras-chave
Atenção Concentração Manuais digitais Rendimento escolar Attention Concentration Digital textbooks Academic performance Psicologia da Educação .