| dc.description.abstract | In the learning process, the engagement of students in the construction of their own knowledge, is one of the central points of education. In the face-to-face classroom, making a class engaging has always been a great challenge for teachers. And in the online environment, this process has become even more challenging. In addition, the interferences of the digital environment itself, such as connection quality, the domain of the tools by the users, have a direct impact on the quality of this educational space. Supported by this scenario, it becomes relevant to explore, from the perspective of design for behavior change, the influences on student engagement in the learning process in online classrooms. As this is a problem that encompasses a service of great relevance for public and private education organizations, besides its influence on the social and economic development of a country, the importance of investigating this topic is evident. Attracted by this problem, this research investigated how to propose design guidelines for the creation of engaging online learning spaces from the perspective of design for behavior change. From this purpose, the process of interaction with existing platforms was analyzed, in-depth interviews were conducted with undergraduate and graduate students, and we ended with a project practice. With this, it was identified that the elements that stimulate engagement through relationships can be a way to collaborate with the didactic power of the professor and his ability to influence students in the learning process. Within the perspective of design for behavior change, we observe that the interaction triggers can, for example, be thought of as potentializing the engagement of the teacher with the student's interests, increasing the connection between them. Therefore, the designer can bring resignification to this process, working the relationship of the teacher with the student in a way that the platform tools are bridges for these interactions, making them a means and not an end. | |
