Do impresso para o digital: o papel de ilustrações em aplicativos gamificados mobile para o ensino de coreano

Abstract

This work aims to identify the role that illustrations can play in Gamified Mobile Applications for Learning Korean. Although studies in the field of psychology and education have addressed the functions of visual elements, most were reserved to press. With technological advances,spaces that were previously only physical are now also digital, but there is still little research focused on the role of illustrations in these new areas. From this, and from the abundance of imagery and gamified elements observed in certain apps for learning Korean, it was inquired:the pre-existing classifications of illustrations, which are linked to printed materials, can also include a digital context of mobile apps? The research is basic strategic, descriptive and exploratory, with a qualitative and quantitative approach carried out through bibliographical research, case studies and systematic observation. In addition, some of the procedures adopted in the work were based on the methodologies of Hunter, Crismore and Pearson (1987) and Chen(2016). As a result, it is expected that the classifications can meet the new digital context,because despite the change in the medium, the communicational and supportive role of illustration would tend to remain. However, as each medium has specific characteristics that characterize them, adaptations to the roles played by these illustrations may be necessary. The results achieved were compatible with the initial hypothesis, since the classifications of printed materials also included the digital medium, but it was necessary to adapt the classification to this end. Finally, the importance of identifying roles in digital spaces is highlighted, especially when observed in educational contexts, due to the possibility of creating more critical, assertive and grounded designs, it is important that developers of educational materials, in the creation of these resources, explore the potential of the functions observed, especially those related to possible cognitive improvements in learning.