O impacto dos níveis de consequência das metodologias de ensino no engajamento, adiamento da gratificação e respostas afetivas de estudantes durante o ensino remoto emergencial
Data
2022-12-06
Autores
Nadal, Ricardo Coimbra 
Orientadores
Santos, Camilo de Lellis
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A pandemia da COVID-19 impôs transições e adaptações imediatas na rotina dos protagonistas do processo de ensino e aprendizagem. Considerando que os estudos no Ensino Remoto Emergencial (ERE) são recentes, ainda não foram elucidados os fatores que determinam o engajamento dos estudantes na aprendizagem em ambiente virtual. A presente investigação visa analisar se metodologias de ensino de alto nível de consequência pode modular o engajamento dos estudantes de graduação no ERE. A investigação do engajamento comportamental entre aluno e interface de ambiente virtual de aprendizagem foi analisada com enfoque na capacidade de adiar a gratificação e parâmetros indicativos de respostas afetivas durante as aulas assíncronas e síncronas. Os estudantes do curso de formação de professores de ciências e matemática foram expostos a metodologias de ensino de baixo nível de consequência ou alto nível de consequência (provas clássicas, datas restritas e prazos rígidos). Os resultados mostraram que o nível de consequência da metodologia de ensino gera perfis de engajamento distintos, onde altos níveis de consequência contribuem significativamente para o aumento das interações aluno-ambiente virtual de aprendizagem. No entanto, a capacidade de adiar a gratificação de conquistas dos estudantes não contribui para o engajamento no ERE, e se mantém estável ao longo de todo o período de aprendizagem no ambiente virtual e remoto. Ao mesmo tempo, as dimensões emocionais de prazer, alerta e dominância sugerem relação com o modo como estudantes interagem com a metodologia de ensino proposta. É possível inferir que o alto nível de consequência pode impactar positivamente a interação aluno-interface durante o ERE, porém estudos mais aprofundados carecem ser desenvolvidos para identificar variáveis mais determinísticas para explicação do fenômeno observado.
The pandemic of COVID-19 imposed immediate transitions and adaptations in the routine of the protagonists of the teaching and learning process. Since studies in Emergency Remote Teaching (ERT) are recent, the factors that determine student engagement in learning in a virtual environment have not yet been elucidated. The present investigation aims to examine whether high-stakes teaching methodologies can modulate undergraduate students' engagement in ERT. The investigation of behavioral engagement between student and virtual learning environment interface was analyzed focusing on the ability to delay gratification and parameters indicative of affective responses during asynchronous and synchronous classes. Undergraduate science and mathematics students were exposed to either low-stakes or high-stakes teaching methodologies (classic tests, restricted dates, and rigid deadlines). The results showed that the level of consequence of the teaching methodology generates distinct engagement profiles, where high levels of consequence contribute significantly to increased student interactions in the virtual learning environment. However, students' capacity to defer achievement gratification does not contribute to engagement in ERT and remains stable throughout the learning period in the virtual and remote environment. At the same time, the affective dimensions of pleasure, arousal, and dominance partially explain how students interact with the proposed teaching methodology. It is possible to infer that the high-stakes level can positively impact student-interface interaction during the ERT, but further studies need to be developed to identify more deterministic variables to explain the observed phenomenon.
The pandemic of COVID-19 imposed immediate transitions and adaptations in the routine of the protagonists of the teaching and learning process. Since studies in Emergency Remote Teaching (ERT) are recent, the factors that determine student engagement in learning in a virtual environment have not yet been elucidated. The present investigation aims to examine whether high-stakes teaching methodologies can modulate undergraduate students' engagement in ERT. The investigation of behavioral engagement between student and virtual learning environment interface was analyzed focusing on the ability to delay gratification and parameters indicative of affective responses during asynchronous and synchronous classes. Undergraduate science and mathematics students were exposed to either low-stakes or high-stakes teaching methodologies (classic tests, restricted dates, and rigid deadlines). The results showed that the level of consequence of the teaching methodology generates distinct engagement profiles, where high levels of consequence contribute significantly to increased student interactions in the virtual learning environment. However, students' capacity to defer achievement gratification does not contribute to engagement in ERT and remains stable throughout the learning period in the virtual and remote environment. At the same time, the affective dimensions of pleasure, arousal, and dominance partially explain how students interact with the proposed teaching methodology. It is possible to infer that the high-stakes level can positively impact student-interface interaction during the ERT, but further studies need to be developed to identify more deterministic variables to explain the observed phenomenon.