Investigação sobre a aplicabilidade dos métodos de avaliação de comunicabilidade ao domínio educacional

Abstract

More and more teachers have made use of technology as a tool to facilitate the process of teaching and learning. The increasing use of this technology in the classroom brings new challenges for the design and evaluation of educational environments, especially for the design of interfaces. Among these challenges is the need to assess learning by students, as well as the suitability of this system for use in the classroom. Furthermore, it is necessary to involve the student, teacher and designer in the design and evaluation of this area. In this context, our objective is to investigate the applicability of evaluation methods proposed by the Semiotic Engineering theory in evaluating the communicability of educational systems, considering the involvement of students, teachers and designer. In a bibliographical survey of studies regarding assessment of educational systems, it was found that most of these studies emphasize the problems of interaction and many do not consider student learning. In this work, we considered the student's learning as part of the assessment. For evaluation with students, the communicability evaluation method (CEM) was considered, while for the evaluation with the designer, the semiotic inspection method (SIM) was investigated. As none of these methods allow for collecting data on the teacher's perspective or experience, the semiotic inspection intermediated method (SIIM) was proposed. By applying these methods in the evaluation of three different educational systems it was possible not only to identify interaction problems in these systems, but also collect indicators on their support to student learning. Among the results, we highlight the importance of involving different stakeholders in evaluating educational systems well as to consider educational aspects in the evaluation.