Palavras chave

Neuromarketing, neurocomunicação, comunicação e saúde, app, gamificação, eye tracking, atenção

Resumo

O uso de aplicativos na educação é cada vez mais frequente. No entanto, os mecanismos de atenção e o processamento de conteúdos e suas consequências na aprendizagem não foram suficientemente estudados. O objetivo deste trabalho é analisar como se processa e aprende a informação e como se dá a atenção visual. Também se investiga a possível existência de diferenças de gênero. São analisadas as respostas de «Eye Tracking» e eletroencefalograma (EEG) de uma amostra de 22 jovens frente a 15 estímulos de um app de educação em saúde. Também foram analisados a lembrança e o sentimento de satisfação diante dos estímulos por parte dos sujeitos. As características das imagens foram avaliadas por especialistas. Os resultados indicam que existe um padrão de atividade visual diferente entre homens e mulheres, que não incide sobre a lembrança posterior. A lembrança vem determinada pelo valor emocional da imagem e sua simplicidade: as imagens mais complexas absorvem mais tempo de fixação visual, mas são menos lembradas. As respostas do EEG confirmam a importância do aspecto lúdico sobre a lembrança. A conclusão é que o comportamento em relação a um app deste tipo se assemelha ao comportamento de baixo compromisso próprio da publicidade.

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Technical information

Recebido: 30-12-2016

Revisado: 01-02-2017

Aceite: 13-03-2017

OnlineFirst: 15-05-2017

Data de publicação: 01-07-2017

Tempo de revisão do artigo: 33 dias | Tempo médio de revisão do número 52: 36 dias

Tempo de aceitação do artigo: 73 dias | Tempo médio de aceitação do número 52: 95 dias

Tempo de edição da pré-impressão: 137 dias | Tempo médio de edição pré-impressão do número 52: 160 dias

Tempo de processamento do artigo: 182 dias | Tempo médio de processamento do número 52: 205 dias

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RICOY, M. C., & SÁNCHEZ-MARTÍNEZ, C. R. I. S. T. I. N. A. (2018). POSIBILIDADES Y CONTROVERSIAS DE LAS APP EDUCATIVAS CON LA TABLETA EN LA EDUCACIÓN PRIMARIA. Revista de Pedagogía, 39(104).

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Mañas-Viniegra, L., Veloso, A. I., & Cuesta, U. (2019). Fashion Promotion on Instagram with Eye Tracking: Curvy Girl Influencers Versus Fashion Brands in Spain and Portugal. Sustainability, 11(14), 3977.

https://www.mdpi.com/2071-1050/11/14/3977

Ricoy, M. C., & Sánchez-Martínez, C. (2019). Tablet use in primary education. Technology, Pedagogy and Education, 28(3), 301-316.

https://www.tandfonline.com/doi/abs/10.1080/1475939X.2019.1608291

MAÑAS-VINIEGRA, L., NIÑO-GONZÁLEZ, J. I., & MARTÍNEZ-MARTÍNEZ, L. Dr. Ubaldo CUESTA-CAMBRA.

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이승희. (2019). 재무설계에서 뉴로마케팅 활용방안 연구. Financial Planning Review, 12(4), 73-106.

http://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE09273124

Lee, S. (2019). 재무설계에서 뉴로마케팅 활용방안 연구 (The Utilization of Neuromarketing in Financial Planning). Financial Planning Review, 12(4).

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3508773

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Cuesta-Cambra, U., Niño-González, J., & Rodríguez-Terceño, J. (2017). The cognitive processing of an educational app with EEG and ’Eye Tracking’. [El procesamiento cognitivo en una app educativa con electroencefalograma y «Eye Tracking»]. Comunicar, 52, 41-50. https://doi.org/10.3916/C52-2017-04

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