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- A study on the usage of mobile devices in collaborative environments vs desktops: An approach based on flow experiencePublication . Abrantes, Steven; Gouveia, Luis BorgesThe teaching method using the computer is an added value, it is certainly very appealing to students and more motivating, stimulating them to interact with different situations and depictions of real life, forcing the student to think creatively and independently new subjects and materials. New technologies have created new spaces of knowledge. Now, besides the school, also the company and place of residence became places of education and learning. The number of people in their homes using the Internet to increase their knowledge is increasing. The combination of a personal atmosphere, together with the ability to manage their time and what to learn, makes the use of courses of e-learning increase. In order to evaluate the use of mobile devices and desktops and the potential of mobile devices in collaborative environments vs desktops, it was performed a experiment involving students of higher education. This study has the main objective to validate if the students that use laptops or desktops are in the flow experience and witch of them are more in the flow experience. This study is based on the flow experience introduced by Csikszentmihalyi (1975). The main purpose of this study is to establish whether the user is feeling the flow experience when using Google Groups when using laptops or desktops. In the context of this study, information has been gathered through a survey, applying the five dimensions of the flow state. The sample used consisted on one hundred and twelve students. At the end of the study, after analyzing the gathered information, it was possible to conclude that students have experienced the flow and that it had a positive effect on their learning experiences both by students using laptops or desktops, but having the students that used the laptops more engaged in the flow experience than the students that used desktops.
- O m-learning no contexto do ensino superior: uma proposta para a sua avaliação em ambientes colaborativosPublication . Abrantes, Steven Lopes; Gouveia, Luis BorgesO actual avanço nas Tecnologias de Informação e Comunicação contribuiu para a democratização no ensino, possibilitando ultrapassar limitações de espaço e de tempo, e proporcionando um acesso à informação de forma mais fácil, rápida e de menor custo. Tal possibilitou novas formas de aproximação entre quem quer aprender e o conhecimento. As instituições de Ensino Superior não podem ser alheias a estes avanços tecnológicos. Em consequência, assiste-se à crescente adopção de novas formas de aprendizagem, mediadas pelas tecnologias e pelo digital, de forma a dar resposta aos desafios com que a sociedade deste início de século se confronta. Entre a multiplicidade de oferta tecnológica encontra-se a computação móvel e os dispositivos móveis, que vieram permitir uma aprendizagem menos limitada do que os computadores de secretária. Os dispositivos móveis (PDA, telemóvel, Smartphone, Tablet PC e Portáteis), ganharam, desta forma, uma variedade de equipamentos já vulgarizados na nossa sociedade. Esta evolução resultou na criação de uma proposta tecnológica designada por m-learning. O presente estudo propõe-se verificar se a utilização de dispositivos móveis é também um meio de aprendizagem para os vários intervenientes, e avaliar o seu processo de adopção e difusão da inovação. De forma a verificar a aprendizagem, recorreu-se ao conceito de experiência de fluxo. O estudo pretende indagar se, com dispositivos móveis, os diferentes intervenientes no processo de difusão da inovação se encontram em experiência de fluxo. De modo a operacionalizar o estudo, foram concebidos e aplicados quatro inquéritos em ambientes de utilização de ferramentas de apoio ao ensino e aprendizagem, e comparados os desempenhos e percepção dos alunos com recurso a desktops e dispositivos móveis. Foi considerada uma amostra com cento e doze inquiridos do Ensino Superior. Da análise de dados, verificou-se que as pessoas mais inovadoras aprendem menos, quando estão a utilizar o Google Groups, do que as pessoas menos inovadoras, no caso da nossa amostra. No entanto esta diferença encontrada não foi estatisticamente significativa. Por outro lado, também se verificou de forma estatisticamente significativa, que os utilizadores dos portáteis aprendem mais do que os utilizadores do desktop, quando estão a utilizar o Google Groups. Estes resultados parecem confirmar a adopção crescente de dispositivos móveis no contexto das instituições de Ensino Superior como uma tendência positiva para o suporte do ensino e aprendizagem. The current advances in Information and Communication Technologies have contributed to the democratization in education, overcoming the limitations of space and time in order to access information in an easier, faster and cheaper way. This has enabled new ways of bringing together both those who want to learn and knowledge. Higher education institutions cannot be oblivious to these technological advances. Consequently, new ways of learning have gradually been adopted, handled through technologies and the digital, in order to meet the challenges our society is facing in this new century. Among many technological offerings, mobile computing and mobile devices have enabled a learning that is less limited than the desktop computers. This way mobile devices (PDA, mobile phone, Smartphone, Tablet PC and Laptops), gained a variety of equipment, which has already been widespread in our society. This development has resulted in the creation of a technological proposal called m-learning. This study aims to investigate whether the use of mobile devices is also a learning environment for the various users and evaluate their process of adoption and diffusion of innovation. The concept of flow experience was used in order to verify learning. The study aims to investigate whether, with mobile devices, different users in the process of diffusion of innovation experimented the flow experience. In order to validate the study, four questionnaires were designed and applied in environments using tools to support teaching and learning, and the performances and perception of students using desktops and mobile devices were compared. A sample of one hundred and twelve respondents of higher education was considered. Through data analysis it was possible to conclude that, according to our sample, more innovative people learn less than less innovative people when using Google Groups. However, the difference is not statistically significant. On the other hand it was possible to verify, in a statistical significant way, that laptop users learn more than desktop users when using Google Groups. These results seem to confirm the growing adoption of mobile devices in the context of higher education institutions as a positive trend for the support of teaching and learning.