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Exploring Theatre of the Oppressed and Media Synchronicity to Supplement Virtual Learning Environments: Experiences with Mados

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Date Issued:
2013
Abstract/Description:
This thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The study explores the prototype's potential to affect student's identification with their assigned character and personal attitude toward the prompt, as well as examining the effect of presence on students' performances.The study was performed with 38 8th grade students. Subjects debated a prompt which proposed a banning cell phones from classrooms. Results show that subjects collaboratively constructed solutions that compromised between both positions, while slightly favoring the anti- ban position. Results also show that subjects experienced gains in character identification after participating in the task regardless of assigned character, hinting at a separation between perceived similarity to characters and affinity for characters' position. The ability of subjects to defend their assigned character's position while inhabiting their own perspective, that of an 8th grade student, also hints at this separation. Additionally, results indicated correlations between subjects' control factors, a subset measure for presence, and total change in prompt agreement. Other positive correlation exist between subject's reprocessing attempts and task performance, as well as total presence and task performance.
Title: Exploring Theatre of the Oppressed and Media Synchronicity to Supplement Virtual Learning Environments: Experiences with Mados.
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Name(s): Silva, Pedro, Author
Kim, Si Jung, Committee Chair
Lindgren, Robb, Committee Member
McDaniel, Thomas, Committee Member
, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This thesis explored the application of Media Synchronicity Theory and its potential for translating Critical Pedagogy (specifically Boal's Theatre of the Oppressed) into a computer- supported collaborative work (CSCW) environment. It introduces the Maquina dos Oprimidos (Mados) prototype, a CSCW supplement to traditional asynchronous learning networks. Mados operates as a role-playing debate game, in which students debate a pre-selected prompt while performing assigned character roles. The study explores the prototype's potential to affect student's identification with their assigned character and personal attitude toward the prompt, as well as examining the effect of presence on students' performances.The study was performed with 38 8th grade students. Subjects debated a prompt which proposed a banning cell phones from classrooms. Results show that subjects collaboratively constructed solutions that compromised between both positions, while slightly favoring the anti- ban position. Results also show that subjects experienced gains in character identification after participating in the task regardless of assigned character, hinting at a separation between perceived similarity to characters and affinity for characters' position. The ability of subjects to defend their assigned character's position while inhabiting their own perspective, that of an 8th grade student, also hints at this separation. Additionally, results indicated correlations between subjects' control factors, a subset measure for presence, and total change in prompt agreement. Other positive correlation exist between subject's reprocessing attempts and task performance, as well as total presence and task performance.
Identifier: CFE0004939 (IID), ucf:49627 (fedora)
Note(s): 2013-08-01
M.F.A.
Arts and Humanities, Visual Arts and Design
Masters
This record was generated from author submitted information.
Subject(s): Distance Learning -- Collaborative Learning -- Creativity Pedagogy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004939
Restrictions on Access: public 2013-08-15
Host Institution: UCF

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