Exploratory Learning with Geodromo: Design of Emotional and Cognitive Factors within an Educational Cross-Media Experience

In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese "Ciencia Viva" (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator...

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Bibliographic Details
Published in:Journal of research on technology in education 2011, Vol.43 (2), p.171
Main Authors: Bidarra, Jose, Martins, Olimpio
Format: Article
Language:English
Subjects:
Affective Behavior
Computer Simulation
Discovery Learning
Educational Games
Educational Technology
Foreign Countries
Geology
Instructional Design
Instructional Effectiveness
Interviews
Learner Engagement
Multimedia Materials
Museums
Observation
Parks
Partnerships in Education
Portugal
Robotics
Science Instruction
Simulated Environment
Student Attitudes
Teacher Attitudes
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Summary:In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese "Ciencia Viva" (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator and an online puzzle game aimed at the exploratory learning of geology, climate, biology, and archeology associated with a Portuguese National Park. The development of the prototype was challenging, as it involved the interweaving of advanced technology and multimedia content with online resources, based on research that promotes the design of emotional and cognitive factors in educational communications. Independent of the scientific relevance of the topics and the inherent technocultural appeal of the project, the aim was to bring students closer to an "undercover" reality, as authentic as it gets with digital media representations, and allow them to convey emotions naturally. We found these to be major success factors in the establishment of an effective relationship between the technology and the pedagogy required to study those particular topics.
ISSN:1539-1523