MEANING, COGNITION, AND AUTHORSHIP: POTENTIALS OF A DIGITAL EDUCATIONAL MATERIAL DEVELOPED BY PRE-SERVICE TEACHERS

POTENCIAIS DE UM MATERIAL AUTORAL DIGITAL EDUCACIONAL DESENVOLVIDO POR LICENCIANDOS

Abstract

The production of Digital Educational Authorial Materials remains underexplored regarding its potential to stimulate cognitive functions such as attention and memory. Although these materials are interactive and constructive, there is a lack of studies linking them to Constructionism and cognitive development. In this context, this article is justified by the need to analyze the potential of Digital Educational Authorial Materials (MADEs) created by pre-service teachers to promote meaningful and cognitively stimulating learning. The objective was to analyze the relationship among attention, memory, and the semantic dimension of Constructionism in a gamebook-type MADE entitled Ayude el Chavo del Ocho. The research adopted a qualitative and exploratory approach and used as its unit of analysis a gamebook developed within the scope of the “Tecnodocência” course at a Brazilian public university. Data collection and description were based on the MADE's script and technical structure, followed by a theoretically grounded interpretative analysis. The results showed that the gamebook articulates content from Biology, Physics, Mathematics, and Languages in a bilingual interactive narrative, involving problem-solving situations that require attentional focus, memory, and personal engagement. The conclusion indicates that the analyzed MADE mobilized relevant cognitive functions and is aligned with the semantic dimension of Constructionism through contextualized and meaningful challenges. As a future development, the use of Brain-Computer Interface is suggested to objectively measure attentional states during the learning experience.