Pub Date : 1900-01-01DOI: 10.12795/irocamm.2019.v02.i02.01
Darlan Rodrigues Martins, Marilene Santana dos Santos Garcia, Helbe Heliamara Herarth, Ana Cláudia Maciel
In this article, we highlight aspects of an investigation that seeks to build an inclusive design, which can support the development of an application prototype aimed at improving the writing and reading levels of functional illiterates - from the rudimentary level. This study is the result of the actions carried out in the Study Group “Hybrid Education, methodologies and objects of digital learning in mobility environments”, of the Master in Education and New Technologies - of a Brazilian private institution of higher education. The idea is to elaborate inclusion design assumptions that can direct the creation of an application with functions that cover the profile and condition of functional illiterates, who have lack of reading skills, have low self-esteem to face the challenge of learning, and present operational deficiencies for the use of mobile devices and their applications. The methodology applied in this study is based on the survey of personal narratives of this target audience, which reveals verbal communication needs, which can be planned in interactive ways in the application design. The authors who support this study have worked with gamification concepts, instructional design, cognition, learning mediated by mobile interfaces, among others, such as Concepción (2016), Santana et al. (2012) and Garcia (2016).
在本文中，我们重点介绍了一项旨在建立包容性设计的调查的各个方面，该设计可以支持旨在从初级水平提高功能性文盲写作和阅读水平的应用程序原型的开发。这项研究是巴西一所私立高等教育机构教育与新技术硕士“移动环境中数字学习的混合教育、方法和对象”研究小组开展的行动的结果。这个想法是详细阐述包容性设计假设，可以指导应用程序的创建，这些应用程序的功能涵盖功能性文盲的概况和状况，这些功能性文盲缺乏阅读技能，在面对学习挑战时缺乏自尊心，并且在使用移动设备及其应用程序时存在操作缺陷。本研究采用的方法是基于对目标受众的个人叙述的调查，它揭示了语言交际需求，可以在应用程序设计中以互动的方式进行规划。支持这项研究的作者研究了游戏化概念、教学设计、认知、移动界面介导的学习等，如Concepción(2016)、Santana et al.(2012)和Garcia(2016)。
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