Palavras chave

WhatsApp, YouTube, Google, Internet, aprendizagem, rendimento escolar, adoção de TICs, alfabetização digital

Resumo

Com a crescente massificação de tecnologias de informação e comunicação entre os jovens, é cada vez mais comum os estudantes do ensino médio incorporarem o uso de vários dispositivos e plataformas digitais em seus hábitos de estudo. No entanto, o que seria uma fonte de apoio e motivação, é também uma fonte de constante distração. Esta pesquisa compara o impacto no rendimento acadêmico ao estudar com anotações manuscritas, WhatsApp, YouTube e navegar na Internet, através de um método misto que combina 31 grupos focais e uma pesquisa com 7.217 alunos de 12 a 18 anos de idade no Chile. A análise dos grupos focais mostra que o bom uso das tecnologias nos estudos dependeria da capacidade dos alunos de controlar e fazer o uso eficiente dos recursos digitais disponíveis, de suas motivações individuais e da capacidade que eles têm de pesquisar e avaliar as informações na Internet. Por outro lado, os resultados da pesquisa concluem que os jovens que estudam com mais frequência com suas anotações apresentam uma média mais alta de notas do que aqueles que estudam frequentemente com o YouTube e o WhatsApp, os quais apresentam uma média mais baixa, sem encontrar diferenças significativas no caso dos navegadores de Internet. Esses resultados reforçam a necessidade levantada pelos acadêmicos de gerar políticas que promovam a alfabetização digital tanto dentro quanto fora da escola.

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Recebido: 06-11-2019

Revisado: 29-11-2019

Aceite: 11-03-2020

OnlineFirst: 15-04-2020

Data de publicação: 01-07-2020

Tempo de revisão do artigo: 23 dias | Tempo médio de revisão do número 64: 36 dias

Tempo de aceitação do artigo: 126 dias | Tempo médio de aceitação do número 64: 91 dias

Tempo de edição da pré-impressão: 193 dias | Tempo médio de edição pré-impressão do número 64: 158 dias

Tempo de processamento do artigo: 238 dias | Tempo médio de processamento do número 64: 203 dias

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Halpern, D., Piña, M., & Ortega-Gunckel, C. (2020). School performance: New multimedia resources versus traditional notes. [El rendimiento escolar: Nuevos recursos multimedia frente a los apuntes tradicionales]. Comunicar, 64, 39-48. https://doi.org/10.3916/C64-2020-04

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