Abstract—This article deals with a case study in which a
digital learning object (DLO) was developed to assist in the
pedagogical practice in higher education (audiovisual area).
The main results obtained were the excellent conceptual evaluation received by the DLO tool; as well as great concepts received in evaluations that refer to relevance, differentiation, credibility, and intention to use (among other metrics). In addition, a blind analysis also showed that there was no qualitative difference between the practical work developed with or without the aid of the tool (due to a potential gain of time that could be perceived and enjoyed for the execution of the activities performed, due to an automation process offered by the tool).
The final conclusions pointed to a positive indication of the use of DLOs in teaching practice in higher education, as the digital tool was very well received by students during classes and helped to review and reinforce the learning content taught. Thus, the study reinforces the research developed in the area of education on the effectiveness of the use of technologies in supporting pedagogical activities, besides adding another experiment related to mixed digital learning. However, it stresses that collaborative research can lead to a further analysis of the pedagogical contributions of DLOs.
Index Terms—Digital learning objects, match moving, undergraduate degree, visual effects.
A. V. Maschio is with the Digital Media Department, Federal University of Paraíba, João Pessoa, Paraíba, Brazil. He is also with the Faculty of Science and Technology (FCT) of the New University of Lisbon (NOVA), Caparica, Portugal (e-mail: email@example.com).
N. M. R. Correia is with the Department of Informatics, New University of Lisbon (NOVA), Caparica, Portugal (e-mail: firstname.lastname@example.org).
Cite: Alexandre V. Maschio and Nuno M. R. Correia, "Digital Learning Object for Audiovisual Production," International Journal of Information and Education Technology vol. 10, no. 3, pp. 201-208, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).