Banca de DEFESA: ANA PAULA COELHO BARBOSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA PAULA COELHO BARBOSA
DATE: 02/12/2024
TIME: 15:00
LOCAL: Virtual
TITLE:

MULTIMODAL INTERACTIONS IN MVP VIDEO LESSONS: Minimum Viable Product (MVP) Proposal

KEY WORDS:

multimodality; video lesson; interaction; e-learning; MVP; Youtube. 

PAGES: 123
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

In this dissertation, we analyzed multimodal interactions in a video lesson produced using simple filming and editing resources, hosted on YouTube. Our target was to develop a Minimum Viable Product (MVP) proposition for a video lesson. The MVP is designed with minimal resources, while still delivering value. An MVPs goal is not to be the final product but rather a starting point to include improvements as the consumer provides feedback. It is a qualitative, documentary, descriptive, and exploratory research. Assuming there is no learning without interaction (Vygotsky, 2007; Piaget, 1986; Freire, 1996; Parreiras, 2019), we seek to investigate interactions in a video lesson used in asynchronous e-learning. In this format, teachers and students are separated by space and time. Students do not have the opportunity to interact with their teacher or classmates synchronously (in a face-to-face class or video call); they only watch the video lesson to build their knowledge. The corpus chosen is a video lesson from a YouTube channel created by independent online teachers (Mattar, 2011:2019). We sorted the videos by the channel’s “trending videos,” a YouTube popularity metric based on comments, “likes,” and views. We watched the top-rated video lessons, seeking the first one that presented simple filming and editing features. Then, we analyzed the object using a multimodality framework (Kress, 2010; Kress and Bezemer, 2016) and Burn’s (2014) kineiconic meta-mode analysis, which is based on Halliday’s (1985) Systemic Functional Grammar. During the study, we realized that the object challenges Burn’s (2016) method, so we expanded his methodological proposition to encompass the text’s support characteristics, given our multimodal analysis needs to consider it. We found several multimodal interactions through interactive metafunction (Kress & Van Leeuwen, 1996:2006), frequently using gaze, intonation, rhythm, voice volume, facial expressions, gesture, as well as repetition of the words “you,” “your,” “yours,” platform affordances, Calls to Action (CTAs) and possible questions students could ask. Lastly, we developed an MVP proposition emphasizing interaction aspects that can be provided in a video class, even when used exclusively asynchronously.

COMMITTEE MEMBERS:
Interna - ANA ELISA FERREIRA RIBEIRO
Externo à Instituição - MAURICIO TEIXEIRA MENDES
Presidente - VICENTE AGUIMAR PARREIRAS