CLAT: arcabouço conceitual e ferramenta de apoio à avaliação da escrita inicial infantil por meio de dispositivos móveis

• Ano de defesa: 2022
• Autor(a) principal: Mombach, Jaline Gonçalves
• Orientador(a): Soares, Fabrizzio Alphonsus Alves de Melo Nunes
• Banca de defesa: Soares, Fabrizzio Alphonsus Alves de Melo Nunes, Ferreira, Deller James, Marques, Fátima de Lourdes dos Santos Nunes, Rodrigues, Kamila Rios da Hora, Rocha, Maria Alice de Sousa Carvalho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ciência da Computação (INF)
• Departamento: Instituto de Informática - INF (RMG)
• País: Brasil
• Palavras-chave em Português: Escrita inicial; Interação criança-computador; Alfabetização
• Palavras-chave em Inglês: Emergent literacy; Children's spelling; Child-computer interaction
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12568

In childhood literacy, the assessment of initial writing is essential for monitoring learning and consequently planning more effective interventions by educators. However, during the Covid19 pandemic period, early spelling assessments were hampered since the digital tools available did not include some strategic signals, such as visualization of the child's tracing, the reading mode, and the genuine child's thinking about writing. Therefore, as a research problem, we investigate how mobile devices could support the remote child's spelling assessment. Thus, the central goal was to develop an interaction model for mobile devices to promote these writing assignments remotely. Thus, we adopted Design Science Research as a methodological approach. In the study of the problem stage, we conducted a systematic mapping study, a survey with professionals and parents, and we documented the usability requirements. Next, we proposed an artifact for educators to create digital assignments and another to capture the children's tracing and the mode they read. Finally, for validation, we performed concept tests to teachers, children, and a validation experiment in the school ecosystem, involving 92 children and six teachers. The results indicated that children were expressively interested in the resource and could interact satisfactorily on the digital artifact, validating the interaction modeling by registering their writing without significant difficulties. Furthermore, the teachers declared that it is possible to evaluate the children's spelling from the registers visualized on the digital artifact and emphasized the similarity between the interactions promoted by artifacts and the face-to-face environment. The findings of this study contribute to research on digital writing development and new educational resources. At the social level, the proposal also contributes directly to the maintenance of teaching in remote environments while also bringing new possibilities for face-to-face teaching and blended learning.