Use este identificador para citar ou linkar para este item: http://repositorio.ufc.br/handle/riufc/43661
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dc.contributor.authorFioravantti, Maria Lydia-
dc.contributor.authorBarbosa, Ellen Francine-
dc.date.accessioned2019-07-16T14:53:30Z-
dc.date.available2019-07-16T14:53:30Z-
dc.date.issued2018-
dc.identifier.citationFIORAVANTI, Maria Lydia; BARBOSA, Ellen Francine. MLearning-PL: a pedagogical pattern language for mobile learning applications. In: CONGRESSO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO, 7., 29 out.-01 nov. 2018, Fortaleza (CE). Anais... Fortaleza (CE): SBC, 2018. p. 64-73.pt_BR
dc.identifier.issn2316 8889-
dc.identifier.urihttp://www.repositorio.ufc.br/handle/riufc/43661-
dc.language.isopt_BRpt_BR
dc.publisherSBCpt_BR
dc.subjectMLearning-PLpt_BR
dc.subjectMLearning-PL- effectiveness and efficiency ofpt_BR
dc.titleMLearning-PL: a pedagogical pattern language for mobile learning applicationspt_BR
dc.typeArtigo de Periódicopt_BR
dc.description.abstract-ptbrMobile learning (m-learning) applications can provide several benefits to learners. However, there are still several problems to be further investigated, such as the challenge to keep the learner motivated while using the application during educational activities. The application design can help to solve this kind of problems. There is a need to understand such problems in the pedagogical level and then properly eliciting requirements that would address those problems. Pedagogical patterns try to capture expert knowledge regarding the practice of teaching and learning in a way that it is possible for others to reuse this experience. Therefore, pedagogical patterns can be a tool to assist in the design of new m-learning applications as well as to the improvement of the existing ones. Aiming to bridge this gap, a pedagogical pattern language entitled MLearning-PL has been proposed to guide the requirements elicitation of m-learning applications projects. It is composed of 14 patterns and focuses on assisting in the definition of mobile applications in order to keep learners motivated and committed to using such applications, considering their different learning styles and an effective knowledge acquisition. Experimental studies comparing MLearning-PL to an ad hoc approach in a pedagogical problem resolution scenario were conducted. The results obtained so far provided good evidences of the applicability, effectiveness and efficiency of MLearning-PLpt_BR
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