[{"data":1,"prerenderedAt":77},["ShallowReactive",2],{"article:design-of-educational-animation-survey-of-situations-and-reasons":3},{"success":4,"article":5,"request":74},true,{"parent":6,"langs":7,"_id":10,"contributors":11,"typeData":24,"data":63,"slugs":72,"slug":73},"39f260d6-d61f-4dfe-b1f7-a6c315c260bd",[8,9],"primary","secondary","6ca86b2f-bd4d-463a-8233-839e06068e78",[12,16,20],{"lastName":13,"name":14,"_id":15},"Alves","Marcia Maria","496a9422-d169-40e4-b69c-284b7dcfe595",{"lastName":17,"name":18,"_id":19},"Battaiola","André Luiz","45a38d15-5e1e-4b47-b4e1-3135a280109e",{"lastName":21,"name":22,"_id":23},"Spinillo","Carla Galvão","0970d4f2-0335-4ca0-9780-d04015778ae4",{"startPage":25,"references":26,"endPage":60,"track":61,"has_file":4,"doi":62},3422,[27,30,33,36,39,42,45,48,51,54,57],{"label":28,"id":29},"\u003Cp>AINSWORTH, Shaaron. \u003Cstrong>How do animations influence learning?\u003C/strong> School of Psycology and Learning Sciences R. I., University of Nottingham, UK, 2008.\u003C/p>","8b723f3a-b1e2-4cb6-8171-40a3336c8994",{"label":31,"id":32},"\u003Cp>GIL, Antonio C. \u003Cstrong>Como elaborar projetos de pesquisa\u003C/strong>. 4. ed. – São Paulo: Atlas, 2002.\u003C/p>","faf9125e-c49a-4670-b7ed-3a525ca1ca63",{"label":34,"id":35},"\u003Cp>LÖBACH, Bernd. \u003Cstrong>Bases para a configuração dos produtos industriais\u003C/strong>. São Paulo: Blucher, 2001.\u003C/p>","d6efea1a-de85-4228-a950-e04279e2e2cd",{"label":37,"id":38},"\u003Cp>LOWE, R. e SCHNOTZ, W. \u003Cstrong>Learning with animation\u003C/strong>: research implications for design. New York: Cambridge University Press, 2008.\u003C/p>","1a353a3b-9cc4-44cd-ab8f-7719b7a93305",{"label":40,"id":41},"\u003Cp>MARCONI, M. A. LAKATOS, E. M. \u003Cstrong>Fundamentos de metodologia científica\u003C/strong>. 7. ed. – São Paulo: Atlas, 2010.\u003C/p>","5eb5af6c-4a60-4480-89ac-ac33a0b1ca3d",{"id":43,"label":44},"32de8936-cadf-49c9-a4fc-e4486dad7624","\u003Cp>MARCONI, M. A. LAKATOS, E. M. \u003Cstrong>Técnicas de pesquisa\u003C/strong>. 4. ed. – São Paulo: Atlas, 1999.\u003C/p>",{"label":46,"id":47},"\u003Cp>MAYER, Richard E. \u003Cstrong>Multimedia learning\u003C/strong>. 2nd. ed. Cambridge University Press: Library of Congress, 2007.\u003C/p>","0ee3163b-780d-4135-8cec-4c5587ce3185",{"label":49,"id":50},"\u003Cp>NOVAES, Luiza. Transmídia: o impacto nas produções audiovisuais. In FABIARZ, Jackeline et al. \u003Cstrong>Os lugares do Design na leitura\u003C/strong>. Rio de Janeiro: Ed. Novas Ideias, 2008.\u003C/p>","6b38b395-0752-43d6-a8d0-2e4eb3701475",{"label":52,"id":53},"\u003Cp>PREECE et al. \u003Cstrong>Design de Interação\u003C/strong>: além da interação homem-computador. Porto Alegre: Bookman, 2005.\u003C/p>","d9bfca9e-64d7-4674-8a02-ac6fc3834975",{"label":55,"id":56},"\u003Cp>SPINILLO, C. \u003Cstrong>An analytical approach to procedural pictorial sequences\u003C/strong>. Tese de Doutorado (PhD). Department of Typography & Graphic Communication: The University of Reading, 2000.\u003C/p>","783cba1d-4647-4288-9042-5781c95ea7f9",{"id":58,"label":59},"5d08a444-ac94-4dc1-97fd-aa2eb66e7ced","\u003Cp>WEISS, Renée E. KNOWLTON, Dave S. MORRISON, Gary R. Principles for using animation in computer-based instruction: theoretical heuristics for effective design. \u003Cstrong>Computer in Human Behavior\u003C/strong>. USA: Elsevier Science Ltd., 2002.\u003C/p>",3437,"czb3v6h1","",{"primary":64,"secondary":68},{"keywords":65,"excerpt":66,"title":67},"\u003Cp>Design, animação, animação educacional\u003C/p>","Este artigo apresenta um estudo das situações e motivos para converter um conteúdo escolar em uma animação educacional. Partindo da necessidade de clareza de definição e de objetivos nas fases iniciais do projeto de design, procurou-se levantar quais as situações propícias e os motivos para a construção de animações educacionais. Realizou-se um levantamento teórico e um estudo com os próprios stakeholders do processo. Os métodos utilizados são descritivos, qualitativos e aplicados. As respostas apontam situações propícias e motivos para se gerar um conteúdo animado que podem se tornar recomendações para todas as decisões de design.","Design de Animações Educacionais: Levantamento de Situações e Motivos.",{"keywords":69,"excerpt":70,"title":71},"\u003Cp>Design, animation, educational animation\u003C/p>","This article presents a study about the situations and reasons to convert a school subject in an animation education. Starting from the need of clarity of definitions and objectives in its early stages of design project, sought to raise the situations which are favorable and the reasons for the construction of educational animations. We conducted a theoretical study and a survey with their own stakeholders in the process. The methods used are descriptive, qualitative and applied. The answers indicate favorable situations and motives to generate an animated content that can become guidelines for all design decisions.","Design of Educational Animation: Survey of Situations and Reasons",[73],"design-of-educational-animation-survey-of-situations-and-reasons",{"target":75,"query":76},"articles/get",{"slug":73},1780315971900]