EDUCATIONAL COMMUNICATION: COGNITIVE THEORY OF MULTIMEDIA LEARNING AND DISCOURSE ANALYSIS ELEMENTS MODEL

ABSTRACT

This study aim to evaluate, in comparative terms, a set of seven video lessons that teaches about the subject "Diversity and evolution Vertebrates" referring to the undergraduate course of Biological Sciences, offered by the University of São Paulo (USP). We used Mayer’s model (Cognitive Theory of Multimedia Learning - CTML) which considers that the multimedia representations will produce more significant learning if they take into account how the human mind works. It was also used model Ana Paula Bossler and Pedro Zany Caldeira (Discourse Analysis Elements Model - MEAD) that takes into consideration the emotion and the discourse to create educational content in a more interesting way for those who learn, thus making learning more efficient. Was used for this study a qualitative methodology with some quantitative indicators, so this work is characterized by its descriptive design. It was observed that, in general, video lessons analyzed may not contribute to a satisfactory learning outcome. Among the problems identified are the randomness of the video lessons order, the lack of essential themes for the understanding of the Vertebrate Evolution (water / land transition, amphibians, dinosaurs / birds transition, etc.). Finally, it was observed that the cognitive assumptions of the CTLM and the principles of emotion and discourse contemplated in the MEAD were absent or not fully respected in those video lessons, which had seriously compromised the ability of these videos to constitute themselves as good learning tools.

KEYWORDS: Cognitive Theory of Multimedia Learning, Discourse Analysis Elements Model, video analysis.