Modelo conceitual de apoio à aprendizagem com base em emoções e formação de memórias
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2022-04-28Autor
http://lattes.cnpq.br/8575673875238073
PEREIRA, Paulo Marcelo Pedroso
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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 (p0.05) 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.