Tesis y Tesistas 2020 - Postgrado - Fac. de Informática - UNLP

MAESTRÍA
TECNOLOGÍA INFORMÁTICA
APLICADA EN EDUCACIÓN
Mg. Ricardo José García
e-mail
garciaricardo2010@yahoo.com.ar
Advisor
Mg. Rodolfo Bertone
Codirector
Esp. Gladys Mabel Gorga
Thesis defense date
November 30, 2020
SEDICI
http://sedici.unlp.edu.ar/handle/10915/111310
Production of interactive
multimedia material with
content in General chemistry
Keywords: Educational hypermedia material; Chemistry; Electrochemistry; Flipped Classroom; Cognitive Theory
Motivation
The growing trend in the use of hypermedia materials in
teaching can be explained by the qualities of interactivity,
dynamism and three-dimensionality that textbooks suffer
from, constituting a qualitative advance in educational
technology (Jiménez and Llitjós 2006). In this context, it
was proposed to investigate the possibilities of these
educational materials for learning in General Chemistry,
in addition to analyzing their antecedents in their use
and evaluating advantages and disadvantages found by
other authors.
It was also proposed to study the contributions of
Cognitive Psychology and Instructional Design to
improve the production of educational digital materials
in addition to studying the different author tools for
the design of interactive materials to select the one
that best suits the needs of treatment of the subject
Electrochemistry in a University classroom and finally
produce and evaluate educational software considering
the previous research carried out
Thesis contributions
Theoretical contributions
Starting from the Cognitive Theory of Multimedia Learning
(TCAM) (Mayer, 2003), the incorporation of the Situational
Theory as a complement, and also including, the Theory of
Cognitive Charge (TCC) (Sweller, 2002), and the Principles for
the design of digital materials, a conceptual framework is
proposed to understand and improve the teaching-learning
of Chemistry supported by computer technology.
In the field of work and research in Chemistry, representations
are not simple facilitators of learning, but rather symbolic
structures of science that allow the study and understanding
of chemical phenomena to a great extent. Therefore, in
addition to considering the contributions of Cognitive
Psychology, the Situative Theory is introduced, prioritizing
the use of representations for the understanding of abstract
contents, in addition to including the learning of Chemistry
in the context of a research process, which requires a
theoretical base focused on content and a specific way of
acquiring new concepts and principles.
Likewise, taking into account the Principles for the design of
digital materials, the incorporation of multimedia elements
allows the inclusion of texts, photographs, graphics or
illustrations, moving images (videos or animations) and
audios (music or sounds), providing greater flexibility in
the expression of developed content and hypermedia as
an integration of hypertext and multimedia, facilitates
accessibility to multimedia content, according to the needs
or interests of the user.
Methodological contributions
For the production of the hypermedia material, he designed
the following sequence:
• Study of materials for teaching Chemistry available on the
web, analyzing their strengths and weaknesses.
• Analysis of the models of Instructional Design to have
the theoretical bases and the systematization and guide for
the production of digital materials. Within this framework,
it was decided to use the ADDIE Model, for the planning and
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