Do quadro-negro às telas digitais: Como a tecnologia em sala de aula influencia o comportamento acadêmico, o engajamento e a motivação dos estudantes
DOI:
https://doi.org/10.7346/-fei-XXIII-02-25_12Palavras-chave:
Transformação digital, Tecnologia em sala de aula, Comportamento acadêmico, Engajamento, MotivaçãoResumo
Na era digital, as salas de aula estão integrando tecnologia para apoiar estudo, colaboração, organização, participação e motivação. Este estudo quantitativo e descritivo examinou como a tecnologia em sala se relaciona com o comportamento acadêmico de estudantes do 10.º ano em uma escola pública de Khyber Pakhtunkhwa, Paquistão. Os dados foram coletados por meio de um questionário Likert de cinco pontos desenvolvido pelos autores e analisados no SPSS (médias, desvios-padrão, testes do qui-quadrado e matrizes de correlação). Os participantes relataram que ferramentas digitais — incluindo quadros interativos e plataformas on-line — apoiam a aprendizagem personalizada, a colaboração em tempo real com docentes e pares e a organização eficaz de materiais e prazos. Os respondentes também indicaram maior participação, motivação e engajamento. No conjunto, os achados sugerem que trajetórias de aprendizagem personalizadas habilitadas pela tecnologia, ferramentas de colaboração e plataformas interativas estão associadas a melhorias nas habilidades de estudo e de organização, bem como a um comportamento acadêmico mais engajado.
Referências
Carr, C. T. (2020). CMC Is Dead, Long Live CMC!: Situating Computer-Mediated Communication Scholarship Beyond the Digital Age. Journal of Computer-Mediated Communication, 25(1), 9–22. https://doi.org/10.1093/jcmc/zmz018
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation: Full Report. Durham University and Education Endowment Foundation. Retrieved September 4, 2025, from https://eric.ed.gov/?id=ED612174
Johnson, M. (2020). Cloud computing and student productivity: A modern approach to learning organization. Journal of Educational Technology, 18(3), 45–60. https://doi.org/10.59890/ijasr.v2i2.1333
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215–239). Lawrence Erlbaum Associates.
Kay, R. H., Knaack, L. & Petrarca, D. (2018). Exploring student perceptions of web-based learning tools. The Internet and Higher Education, 20, 1–7.
Khan, S. H., ur Rahim, Mujeeb & Naz, F. L.. (2023). Effects of Digital Technology on Mathematical Achievements of Primary School Students; Evidences From Khyber Pakhtunkhwa Pakistan. International Journal of Contemporary Issues in Social Sciences, 2(3), 287–293. Retrieved September 4, 2025, from https://ijciss.org/index.php/ijciss/article/view/62
Li, Y., & Tsai, C. C. (2013). How students’ attitudes toward internet-mediated learning resources influence their learning behaviors. Computers & Education, 68, 326–334. https://doi.org/10.1016/j.compedu.2013.05.005
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2018). Artificial intelligence and the future of learning. The Royal Society.
Matthews, R., & Ross, E. (2010). Research methods: A practical guide for the social sciences. Pearson Education Ltd.
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
Miller, A. (2019). The impact of digital note-taking on student learning and organization. Educational Psychology Review, 31(2), 175–192. https://doi.org/10.1007/s10648-019-09472-3
Piaget, J. (1970). Science of education and the psychology of the child. Oxford University Press.
Schunk, D. H., & Greene, J. A. (2018). Handbook of self-regulation of learning and performance. Routledge.
Selwyn, N. (2020). Taking a qualitative approach to technology and education. In N. Selwyn (Ed.), Telling Tales on Technology (pp. 7–20). Routledge.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
Selwyn, N., Hillman, T., Bergviken Rensfeldt, A., & Perrotta, C. (2023). Digital technologies and the automation of education—Key questions and concerns. Postdigital Science and Education, 5(1), 15–24. https://doi.org/10.1007/s42438-021-00252-5
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Van Dijk, J. A. G. M. (2020). The digital divide. Polity Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y. (2021). Collaborative learning in digital education: Tools and strategies. Springer.
Warschauer, M. (2020). Learning in the cloud: How (and why) to transform schools with digital media. Teachers College Press.
Yue, C., & Xu, X. (2019). Review of quantitative methods used in Chinese educational research, 1978–2018. ECNU Review of Education, 2(4), 515–543. https://doi.org/10.1177/2096531119878966
Zhao, Y., & Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40(4), 807–840. https://doi.org/10.3102/00028312040004807
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052–1084. https://doi.org/10.3102/0034654316628645
Downloads
Publicado
Como Citar
Edição
Seção
Categorias
Licença
Copyright (c) 2025 Sher Alam Khan, Giorgio Poletti, Farooq Nawaz Khan
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Formazione & insegnamento é distribuído sob a Attribution 4.0 International (CC BY 4.0).
Para obter mais detalhes, consulte nossa Política de Repositório e Arquivamento, bem como nossos Termos de Direitos Autorais e Licenciamento.
