A efetividade de experiências de aprendizagem desenvolvidas em plataformas digitais multicódigos

Abstract

In this paper we investigate the validity of the hypothesis that predicts that learning experiences, when developed from degenerate signs in digital environments that are notably multicode, are likely to stimulate self-awareness of the inferential habits of the actors involved and the change of habit, or the generation of new competences, and are, therefore, effective. We employed Charles Sanders Peirce's Pragmaticism, and concepts derived from edusemiotics, as a theoretical basis to approach the analyzed learning processes. Furthermore, we resorted to a complementary bibliography related to the context of digital communication and to mediatic skills or literacies. For the empirical test of the practical consequences deduced from the presented hypothesis, we investigated two complementary samples involving digital learning experience platform Skore’s direct and indirect users. After analyzing the obtained results, we concluded that the given hypothesis was partially validated. In this sense, we were able to confirm that learning experiences, when developed in environments that bare the described characteristics, are likely to stimulate self-awareness of inferential habits on the part of the actors involved and, consequently, provide a greater possibility of acquiring new habits or new skills. However, we could not say that this self-awareness results in the practical development of these new habits or skills.