08 Mar 2024
10:00 Doctoral defense IC3 Auditorium
Theme
Socio-enactive Interaction and the Design of Creative Learning Environments for Children
Student
Marleny Luque Carbajal
Advisor / Teacher
Maria Cecilia Calani Baranauskas
Brief summary
In an increasingly technological and constantly changing world, it is increasingly important to encourage the development of skills such as creativity, teamwork and entrepreneurship. An emerging concept is that of “creative learning”, which seeks to understand, experiment and define how learning methodologies and environments are capable of promoting creativity. Therefore, we need to explore new strategies, techniques and tools that help people develop creativity and make sense of what they are learning. As technology advances, interaction design has required a continual reformulation of its foundations and scientific practice. The classic simplification of two systems in technological interaction, that is, human and machine, is in conflict with the concepts brought by current ubiquitous technologies. One of these concepts is that of enactive systems. Enactive systems are information systems that present a strong and dynamic body-technology coupling. Expanding the concept of enactive systems, the socioenactive approach considers human-human interaction mediated by technology as a participant in the enactive system. A socioenactive system encompasses enactive systems in their sociocultural aspects, which involve the phenomena of enactive social experience with the technological system. The experiences that each person has, the social interactions between peers and the emotional state when interacting with the system are some examples of the sociocultural considerations to consider for the design process. This thesis investigates the potential of socio-enactive systems in activities that promote the development of creative thinking in children in an educational context. To achieve our objective, we designed and developed the tangible programming environment called TaPrEC+mBot and the wearable artifact called GloveBot, based on the Semioparticipatory Design model. Both environments were evaluated in real educational scenarios with the participation of children and teachers in the context of creative learning. Analysis of results showed that socio-enactive interaction benefited and promoted children's creative learning, supporting the cognitive process, promoting their initiatives and facilitating communication and collaboration between children.
Examination Board
Headlines:
| Maria Cecília Calani Baranauskas | IC / UNICAMP |
| Vânia Paula de Almeida Neris | DC / UFSCar |
| Islene Calciolari Garcia | IC / UNICAMP |
| Flavia Linhalis | NIED / UNICAMP |
| Rodrigo Bonacin | CTI |
Substitutes:
| Marcos Augusto Francisco Borges | FT / UNICAMP |
| André Constantino da Silva | IFSP |
| Marcelo Morandini | EACH / USP |