O ensino da leitura por meio de um objeto digital de aprendizagem multimodal
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Data
2021-12
Autores
Orientador
Forneck, Kári Lúcia
Banca
Martins, Silvana Neumann
Schuck, Rogério José
Pereira, Vera Wannmacher
Título do periódico
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Título do Volume
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Resumo
O presente estudo está voltado para o ensino da leitura de textos multimodais a alunos do ensino superior, através da criação e do uso de um Objeto Digital de Aprendizagem Multimodal (ODAM), tendo como base a ideia de que esse tipo de material didático digital possibilita práticas de ensino que buscam aprimorar certas competências dos alunos e tornar as aulas mais dinâmicas (WILLEY, 2000; TAROUCO; BULEGON; ÁVILA, 2021). O ODAM foi criado por meio da plataforma de organização de conteúdo H5P, no formato de livro interativo, o qual ofereceu aos estudantes a leitura de um artigo científico, a interação com conteúdos multimodais (KRESS; VAN LEEUWEN, 2020) e a realização de atividades e tarefas que vão ao encontro das estratégias de leitura de predição, de inferenciação, de monitoramento inferencial, de identificação do objetivo do texto e de sumarização (LEFFA, 1996; SOLÉ, 2015; KINTSCH; RAWSON, 2013). Sendo assim, os objetivos específicos deste estudo são a) investigar se os conteúdos multimodais auxiliam ou dificultam a leitura, a partir da análise do nível de interação com conteúdos multimodais e da qualidade das respostas de três atividades discursivas referentes à compreensão leitora, e b) analisar a potência do material didático para o ensino da leitura de textos multimodais, através do monitoramento da interação dos estudantes. Nesse viés, a pesquisa em questão teve como sujeitos de investigação os alunos do componente curricular Leitura e Produção de Textos I da Universidade do Vale do Taquari - Univates, os quais fizeram uso do ODAM e tiveram sua interação gravada através do software OBS Studio. Além disso, os interagentes, ao final da interação, responderam a um questionário no Google Forms, a fim de apresentar suas experiências enquanto usuários. A interação dos estudantes foi transcrita e gerou dados quantitativos, referentes ao tempo investido em conteúdos multimodais e tentativas em questões de múltipla escolha, e qualitativos, originados de questões dissertativas integradas, as quais foram analisadas a partir do nível de compreensão leitora apresentado pelos estudantes (SOLÉ, 2015) e das respostas do questionário, que foram avaliadas e discutidas através da técnica de Análise de Conteúdo (BARDIN, 2012). Dessa forma, este estudo configura-se como uma pesquisa descritiva (GIL, 2002), com abordagem mista (CRESWELL, 2010). Como resultados, constatou-se que os sujeitos que investiram pouco tempo nos conteúdos multimodais apresentaram dificuldades em resolver atividades discursivas e necessitaram realizar processos de reparo da compreensão, já os alunos que dedicaram mais tempo à multimodalidade apresentaram qualidade em suas respostas, evidenciando sua compreensão leitora. Embora essa seja uma das pesquisas afetadas pela pandemia da Covid-19, o que diminuiu a quantidade de participantes, é possível afirmar que a multimodalidade é um fator que auxilia na compreensão leitora de alunos que são capazes de controlar suas inferências ao longo da sua leitura. Além disso, a interação com o ODAM viabilizou identificar diferentes estilos de leitores, os quais possibilitaram refletir sobre as diversas formas de uso do ODAM para o ensino da leitura, o que impacta no aprimoramento do material digital e na criação de novos objetos de aprendizagem.
The present study is focused on the teaching of reading multimodal texts to higher education students, through the creation and use of a Digital Multimodal Learning Object (ODAM), based on the idea that this type of digital teaching material makes it possible to teaching practices that seek to improve certain skills of students and make classes more dynamic (WILLEY, 2000; TAROUCO; BULEGON; ÁVILA, 2021). The ODAM was created through the H5P content organization platform, in the form of an interactive book, which offered students to read a scientific article, interact with multimodal content (KRESS; VAN LEEUWEN, 2020) and carry out activities and tasks that meet the reading strategies of prediction, inference, inference monitoring, identification of the text's goals and summarization (LEFFA, 1996; SOLÉ, 2015; KINTSCH; RAWSON, 2013). Therefore, the specific objectives of this study are a) to investigate whether multimodal content helps or hinders reading, based on the level of interaction analysis with multimodal content and the quality of the responses of three discursive activities related to reading comprehension, and b) to analyze the power of didactic material for teaching the reading of multimodal texts, by monitoring student interaction. In this bias, the research in question had as research subjects the students of the curricular component Reading and Production of Texts I at the University of Vale do Taquari - Univates, who made use of ODAM and had their interaction recorded through the OBS Studio software. In addition, the interactors, at the end of the interaction, answered a questionnaire on Google Forms, in order to present their experiences as users. The students' interaction was transcribed and generated quantitative data, referring to the time invested in multimodal content and attempts in multiple-choice questions, and qualitative data, originating from integrated dissertation questions, which were analyzed based on the level of reading comprehension presented by the students (SOLÉ, 2015) and the answers to the questionnaire, which were evaluated and discussed using the Content Analysis technique (BARDIN, 2012). Thus, this study is configured as a descriptive research (GIL, 2002), with a mixed approach (CRESWELL, 2010). As a result, it was found that subjects who invested little time in multimodal content had difficulties in solving discursive activities and needed to perform comprehension repair processes, whereas students who spent more time in multimodality presented quality in their answers, evidencing their reading comprehension. Although this is one of the studies affected by the Covid-19 pandemic, which reduced the number of participants, it is possible to say that multimodality is a factor that helps in the reading comprehension of students who are able to control their inferences throughout their reading. Therefore, the interaction with the ODAM made it possible to identify different styles of readers, which made it possible to reflect on the different ways of using the ODAM for teaching reading, which impacts on the improvement of digital material and the creation of new learning objects.
The present study is focused on the teaching of reading multimodal texts to higher education students, through the creation and use of a Digital Multimodal Learning Object (ODAM), based on the idea that this type of digital teaching material makes it possible to teaching practices that seek to improve certain skills of students and make classes more dynamic (WILLEY, 2000; TAROUCO; BULEGON; ÁVILA, 2021). The ODAM was created through the H5P content organization platform, in the form of an interactive book, which offered students to read a scientific article, interact with multimodal content (KRESS; VAN LEEUWEN, 2020) and carry out activities and tasks that meet the reading strategies of prediction, inference, inference monitoring, identification of the text's goals and summarization (LEFFA, 1996; SOLÉ, 2015; KINTSCH; RAWSON, 2013). Therefore, the specific objectives of this study are a) to investigate whether multimodal content helps or hinders reading, based on the level of interaction analysis with multimodal content and the quality of the responses of three discursive activities related to reading comprehension, and b) to analyze the power of didactic material for teaching the reading of multimodal texts, by monitoring student interaction. In this bias, the research in question had as research subjects the students of the curricular component Reading and Production of Texts I at the University of Vale do Taquari - Univates, who made use of ODAM and had their interaction recorded through the OBS Studio software. In addition, the interactors, at the end of the interaction, answered a questionnaire on Google Forms, in order to present their experiences as users. The students' interaction was transcribed and generated quantitative data, referring to the time invested in multimodal content and attempts in multiple-choice questions, and qualitative data, originating from integrated dissertation questions, which were analyzed based on the level of reading comprehension presented by the students (SOLÉ, 2015) and the answers to the questionnaire, which were evaluated and discussed using the Content Analysis technique (BARDIN, 2012). Thus, this study is configured as a descriptive research (GIL, 2002), with a mixed approach (CRESWELL, 2010). As a result, it was found that subjects who invested little time in multimodal content had difficulties in solving discursive activities and needed to perform comprehension repair processes, whereas students who spent more time in multimodality presented quality in their answers, evidencing their reading comprehension. Although this is one of the studies affected by the Covid-19 pandemic, which reduced the number of participants, it is possible to say that multimodality is a factor that helps in the reading comprehension of students who are able to control their inferences throughout their reading. Therefore, the interaction with the ODAM made it possible to identify different styles of readers, which made it possible to reflect on the different ways of using the ODAM for teaching reading, which impacts on the improvement of digital material and the creation of new learning objects.
Descrição
Palavras-chave
Ensino da leitura.; Objetos digitais de aprendizagem; Processamento da leitura; Multimodalidade; Reading teaching; Learning digital objects; Reading processing; Multimodality
Citação
FALEIRO, Róger Sullivan. O ensino da leitura por meio de um objeto digital de aprendizagem multimodal. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 jan. 2022. Disponível em: http://hdl.handle.net/10737/3295.