Modelo conceitual de apoio à aprendizagem com base em emoções e formação de memórias

Abstract

The conscious processing of information takes place in the limited Working Memory (WM), and considers different types of cognitive load, which is the effort caused in cognitive processes to perform tasks. When this load exceeds the WM capacity, the learning process can be compromised. Emotions are phenomena that manifest themselves through changes in physiology and mental processes, and mobilize functions such as interest and focus. It can be seen, therefore, that emotions and memories are variables that influence learning. In order to to test a conceptual model to support learning based on emotions and formation of memories, this work investigated how emotions prevalent in higher education students when viewing video lessons prepared from guidelines that enhance and minimize the burden on WM, and its effects on the retention of information in memory, within the scope of the Cognitive Load Theory (CLT). It was also verified which video lesson structure offers greater electrical brain activity in cortical areas related to emotion, memory and learning. Twenty-eight subjects in three groups, randomly selected, were part of the sample for the instantiation of the model. In addition to the experimental groups, a control group was part of the research, where the participants included a ready-made video lesson, taken from YouTube, on the same content as the other groups. To record electrical brain activity, three participants used the Emotiv Epocx Electroencephalography device. Emotions were identified using the Cara de Aprender (CADAP) software, which captures facial expressions and how they translate into emoticons, namely joy, fear, anger, disgust, sadness, contempt, surprise and commitment. The results shown that there was no statistically significant difference in relation to the average score of emotions (p0.05) in the three scenarios. However, the average number of elements stored after viewing video lesson 2 (with CLT guidelines) was 91% higher than video lesson 1 (outside the guidelines) (p=0.0054) and the most prevalent emotions with positive valence when viewing video lesson 2 were commitment, surprise and joy. A video lesson elaborated within the CLT guidelines was the one that presented the highest pattern of brain electrical activity.