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Fábio Mauro Garcês De Freitas Tese.Pdf Universidade de Departamento de Educação e Psicologia Aveiro 2020 Fábio Mauro Aprendizagem e Manuais de Utilizador dos QDAS: Garcês de Freitas O Caso do webQDA Universidade de Departamento de Educação e Psicologia Aveiro 2020 Fábio Mauro Aprendizagem e Manuais de Utilizador dos QDAS: Garcês de Freitas O Caso do webQDA Tese apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Multimédia em Educação, realizada sob a orientação científica do Doutor Francislê Neri de Souza, Diretor Académico do Centro Universitário Adventista de São Paulo - UNASP (Brasil) e coorientação do Doutor António Pedro Costa do Departamento de Educação e Psicologia da Universidade de Aveiro Apoio financeiro da FCT Ref. SFRH/BD/110760/2015 e do FSE no âmbito do III Quadro Comunitário de Apoio. (...) “Entendes tu o que lês? E ele disse: Como poderei entender, se alguém não me ensinar?” Livro de Atos 8:30,31 o júri presidente Prof. Doutor Paulo Vila Real Professor Catedrático, Universidade de Aveiro Prof. Doutor José Luís Pires Ramos Professor Associado, Universidade de Évora Prof.ª Doutora Clara Maria Gil Ferreira Fernandes Pereira Coutinho Professora Auxiliar Aposentada, Universidade do Minho Prof. Doutor Jaime Emanuel Moreira Ribeiro Professor Adjunto, Instituto Politécnico de Leiria Prof.ª Doutora Patrícia Alexandra Pacheco de Sá Investigadora Doutorada, Universidade de Aveiro Prof. Doutor António Pedro Costa Investigador Doutorado, Universidade de Aveiro (Co-Orientador) agradecimentos O primeiro e maior de todos os agradecimentos vai para o meu grandioso Deus, pois sem Ele nada seria possível. Ele é o princípio e o fim de todas as coisas. Agradeço à minha amada esposa Carla, pelo incondicional apoio ao longo destes anos, por ter sido o alicerce e o sustento que permitiu que este sonho fosse possível e por me ter apoiado nos momentos de maior desânimo. Pela sua compreensão relativamente à minha ausência em muitos momentos ao longo deste processo. A ela devo tudo. Uma palavra de apreço e agradecimento aos meus orientadores, Professor Doutor Francislê Neri de Souza e António Pedro Costa, pela apoio, paciência e sábios conselhos que me foram dando ao longo de todo este processo de elaboração do projeto tese. Ao Centro de Investigação em Didática e Tecnologia na Formação de Formadores (CIDTFF) e toda a sua equipa, pelas condições disponibilizadas para a realização deste estudo. Uma palavra de carinho e agradecimento aos meus familiares, pela sua constante motivação nesta importante etapa da minha vida. A eles também dedico este trabalho. Um agradecimento especial à Teresa Rabiais, por ter sido das primeiras pessoas a acreditar nas minhas capacidades e a incentivar-me a realizar a minha formação académica. À Dayse Neri de Souza, pelo estímulo dado para avançar nesta importante etapa, pelos sábios conselhos e por ter acreditado constantemente nas minhas capacidades. O agradecimento final, mas não menos importante, vai para os meus dois grandes e queridos amigos Ana e Helder. Ambos foram a voz amiga de motivação, alegria e coragem nos momentos de maior desânimo. Obrigado do fundo do meu coração amigos. palavras-chave (Auto)Aprendizagem, Manual de Utilizador, Software de Análise Qualitativa, Usabilidade, Experiência de Utilizador. resumo No atual contexto social o recurso à tecnologia digital deixou de ser uma mera opção, tornando-se em muitos casos uma obrigatoriedade. A sua utilização está presente nos mais diversos campos, tais como: saúde, indústria, economia, educação ou ciência. Neste campo, a investigação científica também tem assistido à integração das tecnologias digitais nos processos de análise de dados, sendo os Qualitative Data Analysis Software (QDAS) um bom exemplo disso. Todavia, a utilização destas tecnologias digitais implica um processo de aprendizagem das mesmas, para que elas possam ser usadas com eficiência e eficácia pelos seus utilizadores. Este processo, por vezes, pode ser pacífico para alguns, ou mais exigente para outros, dependendo em muitos casos da literacia digital dos utilizadores, ou das preferências de aprendizagem dos mesmos. Como apoio ao processo de aprendizagem, as empresas de desenvolvimento de QDAS disponibilizam um conjunto de ferramentas de ajuda à aquisição de conhecimentos, que possibilitem que os seus produtos possam ser utilizados de forma correta pelos utilizadores. Contudo, essas ferramentas por vezes não estão sistematizadas de acordo com a preferência de aprendizagem do investigador, o que pode dificultar o processo de (auto)aprendizagem. Assim, este estudo propõe um conjunto de diretrizes gerais para o desenvolvimento de um Ambiente de Autoaprendizagem online (Apo) do software de análise qualitativa webQDA®, que possibilite uma sistematização de ferramentas de aprendizagem de QDAS suportado em quatro dimensões: i) Suporte Tecnológico; ii) Conteúdo de Aprendizagem; iii) Utilizador; e iv) Design de Interação. O processo foi desenvolvido em três fases: i) Fase 1 - “Desenvolvimento e Análise do Manual de Utilização Rápida (PDF); ii) Fase 2 - “Desenvolvimento e Análise do Protótipo de Aprendizagem online; e iii) Fase 3 - “Proposta de Diretrizes Gerais”. Este projeto tese caracteriza-se por ser um estudo descritivo e exploratório, de natureza mista, com predominância para a dimensão fenomenológica e por adotar uma metodologia de Design Base Research, recorrendo em parte ao método do Percurso Cognitivo. Os dados apresentados e discutidos neste estudo foram obtidos através: i) da análise de corpus de dados latentes na Internet; ii) aplicação de três inquéritos por questionário; iii) realização de dois grupos focais; e iv) realização de um workshop de aprendizagem do webQDA. A análise dos dados permitiu apurar que não existe uma sistematização das ferramentas de aprendizagem, por parte dos desenvolvedores dos QDAS, de acordo com o perfil de aprendizagem dos utilizadores. Foi igualmente possível verificar que as estratégias e rotinas de aprendizagem variam de utilizador para utilizador, evidenciando que cada um procura aprender segundo o seu próprio estilo de aprendizagem. Ficou patente neste estudo a preferência dos utilizadores dos QDAS pela Usabilidade, como característica mais valorizada nas ferramentas de aprendizagem, bem como a eficiência do Protótipo de Autoaprendizagem online (PAo) entre utilizadores iniciais do webQDA, revelando ser um instrumento válido e proveitoso para o processo de autoaprendizagem dos QDAS. Em suma, a análise deste conjunto de dados permitiu criar uma série de diretrizes gerais para o desenvolvimento de um Ambiente de Autoaprendizagem online (APo) do webQDA, o qual se propõe como uma solução de aprendizagem autónoma, ajustado ao perfil de aprendizagem de cada utilizador, caracterizado por uma acessível linguagem escrita/visual e suportado por princípios de usabilidade que proporcionem uma melhor Experiência de Utilizador. keywords (Self)Learning, User Manual, Qualitative Analysis Software, Usability, User Experience. abstract In the current social context, the use of digital technology is no longer just an option, in many cases it's a requirement. It is used in several fields, such as health, industry, economy, education and science. Considering this, scientific research has also assisted the integration of digital technologies in data analysis processes, with Qualitative Data Analysis Software (QDAS) being one of the examples. However, the use of these digital technologies entails a process of learning how to use them, in order to be an efficient and effective tool for their users. This process is naturally easy for some users and more demanding for others, highly depending on their digital literacy and learning preferences. To support the learning process, QDAS development companies provide a set of tools with the purpose of facilitating knowledge-acquisition. Although, not all tools are meet the researcher's learning preferences, which can hinder the (self) learning process. Therefore, this study proposes a set of general guidelines for the development of an online Self-Learning Environment (Apo) of the webQDA® qualitative analysis software, which enables the systematization of QDAS learning tools supported in four dimensions: i) Technology Support; ii) Learning Content; iii) User; and iv) Interaction Design. The process was developed in three phases: i) Phase 1 - Development and Analysis of the Quick User Manual (PDF); ii) Phase 2 - Development and Analysis of the Online Learning Prototype; and iii) Phase 3 - Proposal of General Guidelines. This thesis is characterized by being a descriptive and exploratory study, of mixed nature, predominantly for the phenomenological dimension by adopting a Design Base Research methodology, resorting in part to the Cognitive Path method. The data presented and discussed in this study were obtained through: i) analysis of latent data corpus on the Internet; ii) application of three surveys per questionnaire; iii) conducting two focus groups; and iv) conducting a webQDA learning workshop. The analysis of the data showed that there is no systematization of learning tools by QDAS developers, according to the learning profile of users. It was also found that learning strategies and routines vary from user to user, showing that each one seeks to learn according to their own learning style. This study showed the preference of QDAS users for Usability, as the most valued feature in learning tools, as well as the efficiency of the Online Self-Learning Prototype (PAo) among early webQDA users,
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