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Publication
Utilização de um loop fechado de biofeedback para aumentar a motivação durante a aprendizagem de matemática
Authors
Abstract(s)
Os estudantes nativos digitais apresentam maior facilidade a utilizar tecnologias computacionais,
comparativamente aos imigrantes digitais que têm dificuldade a utilizar as mesmas. Isto abre a pos sibilidade da introdução de abordagens mais ativas durante o ensino dos conteúdos das disciplinas,
como as abordagens baseadas em jogos.
Uma das disciplinas que pode beneficiar com este tipo de abordagem é a disciplina de Mate mática, considerada por muitos alunos como uma matéria “muito difícil” e “aborrecida”, devido a
não estar adaptada aos interesses dos alunos nativos digitais. Concretamente, esta disciplina pode
beneficiar da concretização de uma solução mais ativa de ensino, que se adapta em tempo real
aos dados de motivação dos alunos, através da introdução de estratégias persuasivas num jogo,
que apenas ocorrem se o jogador diminuir os seus níveis de motivação durante a aprendizagem, de
modo a influenciar o comportamento do mesmo. Para isso, neste estudo são utilizados os sensores
de EEG e os questionários IMI (Intrinsic Motivation Inventory) como métodos de avaliação da mo tivação dos participantes, sendo o EEG utilizado para mostrar eventos especiais, em tempo real, no
jogo, caso os níveis de motivação do participante se encontrem abaixo do limiar de envolvimento
calculado.
Nesta dissertação, efetuou-se uma experiência com 21 alunos do ensino secundário, visando
responder a quatro hipóteses de investigação, sendo estas: HI1: “Os sensores EEG são métodos de
avaliação mais eficazes do que os questionários no que toca a medir a motivação dos alunos durante
a aprendizagem”; HI2: “Um jogo didático de Matemática é mais motivador que uma abordagem
tradicional de ensino”; HI3: “A introdução de elementos persuasivos durante o jogo educacional
aumenta a motivação do aluno”; HI4: “A abordagem baseada em jogos é mais eficaz que um método
tradicional de ensino”. Os testes destas hipóteses permitem-nos verificar a eficácia da aprendizagem
baseada em jogos, dos sensores EEG como métodos de avaliação de motivação e da sua utilização
para introduzir elementos persuasivos em tempo real.
Digital native students are more likely to use computer technologies when compared to digital immigrants who struggle to use them. This opens the possibility of introducing more active appro aches such as game-based approaches during the teaching process. One of the subjects that can benefit from this type of approach is the subject of Mathematics, since it is considered by many students as a “very difficult” and “boring” subject due to not being adapted to the interests of digital native students. This subject can benefit from the integration of a more active teaching solution that adapts, in real time, to the student’s motivation data through the introduction of persuasive strategies during a game, which only occurs if the player decreases his motivation levels in order to influence their behavior. This study uses EEG sensors and IMI (Intrinsic Motivation Inventory) questionnaires as methods to evaluate the participant’s motivation, with the EEG being used to show special motivation events during the game, in real time, in order to keep the participant’s motivation levels high. In this dissertation, an experiment was carried out by 21 high school students, aiming to answer four research questions, namely: HI1: “The EEG sensors are a more effective assessment tool than questionnaires when it comes to measuring the motivation of students during a learning process”; HI2: “A Mathematics learning game is more motivating than a traditional teaching approach”; HI3: “The introduction of persuasive elements during the educational game increases students’ moti vation”; HI4: “The game-based approach is more effective than a traditional teaching approach”. Testing these research questions allow us to verify the effectiveness of game-based learning, of EEG sensors as motivational assessment methods and of their use to introduce persuasive elements in real time.
Digital native students are more likely to use computer technologies when compared to digital immigrants who struggle to use them. This opens the possibility of introducing more active appro aches such as game-based approaches during the teaching process. One of the subjects that can benefit from this type of approach is the subject of Mathematics, since it is considered by many students as a “very difficult” and “boring” subject due to not being adapted to the interests of digital native students. This subject can benefit from the integration of a more active teaching solution that adapts, in real time, to the student’s motivation data through the introduction of persuasive strategies during a game, which only occurs if the player decreases his motivation levels in order to influence their behavior. This study uses EEG sensors and IMI (Intrinsic Motivation Inventory) questionnaires as methods to evaluate the participant’s motivation, with the EEG being used to show special motivation events during the game, in real time, in order to keep the participant’s motivation levels high. In this dissertation, an experiment was carried out by 21 high school students, aiming to answer four research questions, namely: HI1: “The EEG sensors are a more effective assessment tool than questionnaires when it comes to measuring the motivation of students during a learning process”; HI2: “A Mathematics learning game is more motivating than a traditional teaching approach”; HI3: “The introduction of persuasive elements during the educational game increases students’ moti vation”; HI4: “The game-based approach is more effective than a traditional teaching approach”. Testing these research questions allow us to verify the effectiveness of game-based learning, of EEG sensors as motivational assessment methods and of their use to introduce persuasive elements in real time.
Description
Keywords
Eletroencefalograma Abordagem baseada em jogos Motivação Análise em tempo real Biofeedback Jogo persuasivo Electroencephalogram Game based learning Motivation Real time analysis Biofeedback Persuasive games Engenharia Informática . Faculdade de Ciências Exatas e da Engenharia