Analyzing YouTube Channels as Objects of Learning to Support the Study of Calculus I in Exact Sciences Courses
DOI:
https://doi.org/10.18264/eadf.v14i1.2090Keywords:
Learning objects, Information and communication tecnologies, University teaching, YouTubeAbstract
Video lessons are no longer just an adjunct to learning, they have been increasingly added to the study routine of students at different educational levels. The use of YouTube video lessons as a complementary tool is increasingly growing, regardless of the area of study. However, there is little literature regarding the effectiveness of the teaching models used in these videos. Considering the difficulties of students in learning mathematics, the objective of this work is to carry out a survey and analysis of the main Mathematics channels on YouTube watched by students, as complementarity to studies, from courses in the STEAM area of the Virtual University of the State of São Paulo. To achieve such goal the twelve principles of multimedia learning formulated by Richard Mayer were applied: Coherence, Signaling, Redundancy, Spatial Contiguity, Temporal Contiguity, Segmentation, Pre-training, Modality, Multimedia, Personalization, Voice, and Image. Information was collected from the channels accessed by students using forms and the five channels with the highest number of views on the YouTube platform were selected. After the analysis, it was found that a most of the principles are present in teaching strategies of the teachers who manage the channels, highlighting redundancy, temporal contiguity, modality, personalization, voice and image. Still, details related to visual issues and accessibility when playing videos can be improved.
Keywords: Learning objects. Information and communication technologies. University. teaching, YouTube.
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