Empatia digital na educação online: Um estudo comparativo entre Portugal e a Romênia

 Alexandre Duarte, Lisboa (Portugal)

 Romina Surugiu, Bucarest (Romênia)

 Madalina Moraru, Bucarest (Romênia)

 Valentina Marinescu, Bucarest (Romênia)

https://doi.org/10.3916/C76-2023-09

Palavras chave

Neurociência, empatia digital, tecnologia, educação, comunicação, Escala Básica de Empatia

Resumo

Este estudo tem como objetivo apresentar em que medida a educação online influenciou o nível de empatia dos estudantes universitários. Com base em um questionário aplicado e autoavaliado em Portugal e na Romênia. Ao todo, participaram do estudo 1.085 alunos inscritos em cursos de Ciências da Comunicação. O objetivo desta pesquisa é revelar a relação entre gênero, exposição à tecnologia digital, nível de empatia segundo a escala BES aplicada a jovens adultos e autopercepção da educação online que envolve o uso de câmeras web. A empatia tem efeitos positivos na satisfação do aluno e aumenta seus resultados educacionais. A passagem do ambiente físico para o digital trouxe desafios significativos para os quais a maioria dos alunos e professores não estava preparada. O ambiente digital influencia a forma como a empatia é expressa. Foram encontradas evidências de uma relação entre o uso de tecnologia, contágio emocional e gênero. Tal fato sugere que a variação da empatia mais relevante na educação online é o gênero e que a compreensão das emoções dos outros pode ser inibida durante a educação digital. Os resultados desta pesquisa podem contribuir para a concepção de atividades ou programas que estimulem a expressão de empatia durante a educação online para jovens adultos.

Referências

Ahmed, A. (2022). Emotions in technology-mediated pedagogical spaces. In A. Ahmed, Exploring Silences in the Field of Computer Assisted Language Learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-06501-9_5

Link DOI | Link Google Scholar

Batson, C.D. (2009). These things called empathy: Eight related but distinct phenomena. In J. Decety, & W. Ickes (Eds.). The social neuroscience of empathy (pp. 3-15). MIT Press. https://doi.org/10.7551/mitpress/9780262012973.003.0002

Link DOI | Link Google Scholar

Batson, C.D., Duncan, B.D., Ackerman, P., Buckley, T., & Birch, K. (1981). Is empathic emotion a source of altruistic motivation? Journal of Personality and Social Psychology, 40(2), 290. https://doi.org/10.1037/0022-3514.40.2.290

Link DOI | Link Google Scholar

Bialystok, L., & Kukar, P. (2018). Authenticity and empathy in education. Theory and Research in Education, 16(1), 23-39. https://doi.org/10.1177/1477878517746647

Link DOI | Link Google Scholar

Bryman, A. (2012). Social research methods. Oxford University Press. https://bit.ly/3kynzDt

Link Google Scholar

Carré, A., Stefaniak, N., d'Ambrosio, F., Bensalah, L., & Besche-Richard, C. (2013). The Basic Empathy Scale in adults (BES-A): Factor structure of a revised form. Psychological Assessment, 25(3), 679-691. https://doi.org/10.1037/a0032297

Link DOI | Link Google Scholar

Decety, J., & Hodges, S.D. (2006). The social neuroscience of empathy. In P.A.M. Van-Lange (Ed.), Bridging Social Psychology (pp. 103-109). Psychology Press. https://doi.org/10.4324/9781410616982-21

Link DOI | Link Google Scholar

Decety, J., & Jackson, P.L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71-100. https://doi.org/10.1177/1534582304267187

Link DOI | Link Google Scholar

Deng, L., Zhou, Y., & Hu, Q. (2022). Off-task social media multitasking during class: Determining factors and mediating mechanism. International Journal of Educational Technology in Higher Education, 19(14), 1-19. https://doi.org/10.1186/s41239-022-00321-1

Link DOI | Link Google Scholar

Derntl, B., Finkelmeyer, A., Eickhoff, S., Kellermann, T., Falkenberg, D.I., Schneider, F., & Habel, U. (2010). Multidimensional assessment of empathic abilities: Neural correlates and gender differences. Psychoneuroendocrinology, 35(1), 67-82. https://doi.org/10.1016/j.psyneuen.2009.10.006

Link DOI | Link Google Scholar

DESI (Ed.) (2022). Digital economy and society index report. European Commission. https://bit.ly/41JhjcH

Link Google Scholar

Duarte, A., & Riedl, K. (2022). Perceived learning effectiveness and student satisfaction: Lessons learned from an online multinational intensive program. In C. Smith & G. Zhou (Eds.), Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 326-344). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2

Link DOI | Link Google Scholar

D’Ambrosio, F., Olivier, M., Didon, D., & Besche, C. (2009). The basic empathy scale: A French validation of a measure of empathy in youth. Personality and Individual Differences, 46(2), 160-165. https://doi.org/10.1016/j.paid.2008.09.020

Link DOI | Link Google Scholar

Feshbach, N.D., & Feshbach, S. (2009). Empathy and education. In J. Decety, & W. Ickes (Eds.), The social neuroscience of empathy (pp. 85-97). MIT Press. https://doi.org/10.7551/mitpress/9780262012973.003.0008

Link DOI | Link Google Scholar

Fox, J., & Weisberg, S. (2020). Car: Companion to Applied Regression. [R package]. https://bit.ly/40adBXV

Link Google Scholar

Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6

Link DOI | Link Google Scholar

Gerdes, K.E., Lietz, C.A., & Segal, E.A. (2011). Measuring empathy in the 21st century: Development of an empathy index rooted in social cognitive neuroscience and social justice. Social Work Research, 35(2), 83-93. https://doi.org/10.1093/swr/35.2.83

Link DOI | Link Google Scholar

Gerdes, K.E., Segal, E.A., & Lietz, C.A. (2010). Conceptualising and measuring empathy. British Journal of Social Work, 40(7), 2326-2343. https://doi.org/10.1093/bjsw/bcq048

Link DOI | Link Google Scholar

Hat?eld, E., Rapson, R.L., & Le, Y.C.L. (2009). Emotional contagion and empathy. In J. Decety, & W. Ickes (Eds.), The social neuroscience of empathy (pp. 19-30). MIT Press. https://doi.org/10.7551/mitpress/9780262012973.003.0003

Link DOI | Link Google Scholar

Hatfield, E., Cacioppo, J.T., & Rapson, R.L. (1994). Emotional contagion. Cambridge University Press. https://doi.org/10.1080/00029157.1997.10403399

Link DOI | Link Google Scholar

Hosszu, A., Rughinis, C., Rughinis, R., & Rosner, D. (2022). Webcams and social interaction during online classes: Identity work, presentation of self, and well-being. Frontiers in Psychology, 12, 1-17. https://doi.org/10.3389/fpsyg.2021.761427

Link DOI | Link Google Scholar

Joia, L.A., & Lorenzo, M. (2021). Zoom In, Zoom Out: The Impact of the COVID-19 pandemic in the classroom. Sustainability, 13(5), 1-19. https://doi.org/10.3390/su13052531

Link DOI | Link Google Scholar

Jolliffe, D., & Farrington, D.P. (2006). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29(4), 589-611. https://doi.org/10.1016/j.adolescence.2005.08.010

Link DOI | Link Google Scholar

Kalton, G. (2020). Introduction to survey sampling. Sage. https://doi.org/10.4135/9781412984683

Link DOI | Link Google Scholar

Konrath, S.H., O'Brien, E.H., & Hsing, C. (2011). Changes in dispositional empathy in American college students over time: A meta-analysis. Personality and Social Psychology Review, 15(2), 180-198. https://doi.org/10.1177/1088868310377395

Link DOI | Link Google Scholar

Lenth, R. (2020). Emmeans: Estimated Marginal Means, aka Least-Squares Means. [R package]. https://bit.ly/3ZUQWPH

Link Google Scholar

Li, L., Gow, A.D.I., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220-234. https://doi.org/10.1111/mbe.12244

Link DOI | Link Google Scholar

Lowenthal, P.R. (2010). Social presence. In S. Dasgupta (Ed.), Social computing: Concepts, methodologies, tools, and applications (pp. 129-136). IGI Global. https://doi.org/10.4018/978-1-60566-984-7.ch011

Link DOI | Link Google Scholar

Nelson-Jones, R. (2005). Practical counselling and helping skills. How to use the life skills helping model. Sage Publications. https://bit.ly/3ZoEXJz

Link Google Scholar

Okoye, K., Rodriguez-Tort, J.A., Escamilla, J., & Hosseini, S. (2021). Technology-mediated teaching and learning process: A conceptual study of educators' response amidst the Covid-19 pandemic. Education and Information Technology, 26(6), 7225-7257. https://doi.org/10.1007/s10639-021-10527-x

Link DOI | Link Google Scholar

R Core Team (Ed.) (2021). R: A Language and environment for statistical computing. (Version 4.1). [Computer software]. https://cran.r-project.org

Link Google Scholar

Rogers, C. (1951). Client-centered theraphy: Its current practice, implications and theory. Constable.

Link Google Scholar

Ross, K., & Padovani, C. (2017). Gender equality and the media. Routledge. https://doi.org/10.4324/9781315709024

Link DOI | Link Google Scholar

Stephan, W.G., & Finlay, K. (1999). The role of empathy in improving intergroup relations. Journal of Social issues, 55(4), 729-743. https://doi.org/10.1111/0022-4537.00144

Link DOI | Link Google Scholar

Swan, K., & Shea, P. (2005). The development of virtual learning communities. In S.R. Hiltz, & R. Goldman (Eds.), Asynchronous Learning Networks (pp. 239-260). Hampton Press. https://doi.org/10.4324/9781410611482-19

Link DOI | Link Google Scholar

Taylor, C. (2002). Beyond empathy: Confronting homophobia in critical education courses. Journal of Lesbian Studies, 6(3-4), 219-234. https://doi.org/10.1300/J155v06n03_18

Link DOI | Link Google Scholar

Terry, C., & Cain, J. (2016). The emerging issue of digital empathy. American Journal of Pharmaceutical Education, 80(4), 1-4. https://doi.org/10.5688/ajpe80458

Link DOI | Link Google Scholar

Titchener, E.B. (1909). Lectures of the experimental psychology of thought processes. Cornell University Library.

Link Google Scholar

UNESCO (Ed.) (2020). Education: From disruption to recovery. Unesco. https://bit.ly/3ZpRHjh

Link Google Scholar

Villarroel, V., & González, A. (2023). Students' learning perception in engineering, health and education during emergency remote education in Chile. International Journal of Educational Methodology, 9(1), 41-51. https://doi.org/10.12973/ijem.9.1.41

Link DOI | Link Google Scholar

Fundref

Crossmark

Technical information

Recebido: 29-12-2022

Revisado: 21-01-2023

Aceite: 23-02-2023

OnlineFirst: 30-05-2023

Data de publicação: 01-07-2023

Tempo de revisão do artigo: 23 dias | Tempo médio de revisão do número 76: -6 dias

Tempo de aceitação do artigo: 56 dias | Tempo médio de aceitação do número 76: 72 dias

Tempo de edição da pré-impressão: 138 dias | Tempo médio de edição pré-impressão do número 76: 154 dias

Tempo de processamento do artigo: 183 dias | Tempo médio de processamento do número 76: 199 dias

Métricas

Métricas deste artigo

Vistas: 29975

Leituras dos resumos: 29254

Descargas em PDF: 721

Métricas completas do Comunicar 76

Vistas: 374354

Leituras dos resumos: 365758

Descargas em PDF: 8596

Citado por