[{"data":1,"prerenderedAt":168},["ShallowReactive",2],{"person-8a35c668-0189-46fa-9fd6-64c9ef09e7cf":3},{"success":4,"person":5,"request":164},true,{"lastName":6,"role":7,"name":8,"description":9,"_id":10,"designation":7,"id":7,"email":11,"url":7,"createDate":12,"filiation":13,"slugs":14,"articles":17},"Cumerlato","","Vitória",{},"8a35c668-0189-46fa-9fd6-64c9ef09e7cf","vitoriacumerlato@edu.unisinos.br","2025-12-17T06:38:40-03:00","Universidade do Vale do Rio dos Sinos",[15,16],"vitoria-cumerlato","cumerlato-vitoria",[18],{"parent":19,"metaData":20,"data":22,"langs":30,"_id":33,"type":34,"typeData":35,"status":131,"updateDate":132,"contributors":133,"contributorsIds":160,"download":161,"slugs":162,"slug":163},"308f2508-39ad-43fe-a49b-3483ee224f04",{"updateDate":7,"createDate":21,"deleteDate":7},1765964320,{"secondary":23,"primary":26},{"keywords":7,"excerpt":24,"title":25},"Technological advances, macroeconomic changes and the hybrid format are factors that have been driving a significant transformation in higher education. The emergence of COVID-19, in 2020, forced the migration of the education system to the virtual environment, accelerating the pace of the transformation that had been happening in slow steps. Years later, the return to campuses begins and the need arises to rethink the student's experience in the face of a new way of learning: flexible, connected and versatile. Assuming that engagement plays an important role in blended learning and that it is an element of the learning experience, the article aims to explore opportunities to design for engagement in higher education.","Design for Engagement: Seven Design for Experience Opportunities to Drive Higher Education Student Engagement",{"keywords":27,"excerpt":28,"title":29},"\u003Cp>Aprendizagem, Ensino superior, Engajamento\u003C/p>","Avanços tecnológicos, mudanças macroeconômicas e o formato híbrido são fatores que vêm impulsionando uma transformação significativa na educação superior. O surgimento da COVID-19, em 2020, forçou a migração do sistema de ensino para o ambiente virtual, acelerando o ritmo da transformação que vinha acontecendo a passos lentos. Anos depois, inicia-se o retorno aos campi e surge a necessidade de repensar a experiência do aluno perante a um novo modo de aprendizagem: flexível, conectado e versátil. Partindo do princípio de que o engajamento possui papel fundamental no ensino híbrido e que é elemento da experiência de aprendizagem, o artigo visa explorar oportunidades para projetar para o engajamento no ensino superior. A partir de uma coleta de dados quantitativos baseados em uma escala de engajamento na experiência de aprendizagem, foram propostas sete oportunidades, por meio do design para experiência, que contribuem para o engajamento do aluno neste novo momento da educação superior.","Projetar para o Engajamento: Sete Oportunidades de Design para Experiência para Estimular o Engajamento de Alunos do Ensino Superior",[31,32],"primary","secondary","7999eb0a-ed42-4253-92c7-4091c28ec76c","article",{"startPage":36,"file":37,"references":40,"endPage":128,"track":129,"doi":130},4206,{"fullpath":38,"name":39},"https://storage.googleapis.com/memoria-ped.appspot.com/articles%2F15_pd_design_2024%2Fdownload-pdf-projetar-para-o-engajamento-sete-oportunidades-de-design-para-experincia-para-estimular-o-engajamento-de-alunos-do-ensino-superior-38125.pdf","download-pdf-projetar-para-o-engajamento-sete-oportunidades-de-design-para-experincia-para-estimular-o-engajamento-de-alunos-do-ensino-superior-38125.pdf",[41,44,47,50,53,56,59,62,65,68,71,74,77,80,83,86,89,92,95,98,101,104,107,110,113,116,119,122,125],{"id":42,"label":43},"780c8e77-7acb-42eb-a746-b6c83901a36f","\u003Cp>KADEN, Ute. COVID-19 school closure-related changes to the professional life of a K–12 teacher. \u003Cstrong>Education Sciences\u003C/strong>, v. 10, n. 6, p. 165, 2020.\u003C/p>",{"id":45,"label":46},"8c02c16c-849b-4b94-a29b-f7b7343c2eea","\u003Cp>KOLB, Alice Y.; KOLB, David A. Learning styles and learning spaces: Enhancing experiential learning in higher education. \u003Cstrong>Academy of management learning & education\u003C/strong>, v. 4, n. 2, p. 193-212, 2005.\u003C/p>",{"id":48,"label":49},"f10da918-2067-4ac5-85af-34bb1c3f455e","\u003Cp>KOLB, David A. \u003Cstrong>Experiential learning: Experience as the source of learning and development\u003C/strong>. FT press, 2014.\u003C/p>",{"id":51,"label":52},"2d82fcf3-579e-4b7f-bbb3-210f3a6660c0","\u003Cp>KUH, George D. The National Survey of Student Engagement: Conceptual framework and overview of psychometric properties. 2001.\u003C/p>",{"id":54,"label":55},"30eb047a-690d-4cca-83ff-7a373d758ba9","\u003Cp>MALI, Dafydd; LIM, Hyoungjoo. How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?. \u003Cstrong>The International Journal of Management Education\u003C/strong>, v. 19, n. 3, p. 100552, 2021.\u003C/p>",{"id":57,"label":58},"932470f7-6d39-412b-8da6-c4d4ccbb9652","\u003Cp>MANZINI, Ezio. \u003Cstrong>Design, when everybody designs: An introduction to design for social innovation\u003C/strong>. MIT press, 2015.\u003C/p>",{"id":60,"label":61},"48cb42a5-26ab-4b92-baf1-2981b3f7204f","\u003Cp>MATHIEU, Edouard et al. A global database of COVID-19 vaccinations. \u003Cstrong>Nature human behaviour\u003C/strong>, p. 1-7, 2021.\u003C/p>",{"id":63,"label":64},"53b480bb-86f5-4371-97e1-876567bf1b62","\u003Cp>MCARTHUR, John A. Matching Instructors and Spaces of Learning: The Impact of Space on Behavioral, Affective and Cognitive Learning. \u003Cstrong>Journal of Learning Spaces\u003C/strong>, v. 4, n. 1, p. 1-16, 2015.\u003C/p>",{"id":66,"label":67},"330d3951-2b96-4367-b084-ecbf725d3937","\u003Cp>MONAHAN, Torin. \u003Cstrong>Flexible space & built pedagogy: Emerging IT embodiments\u003C/strong>. 2002.\u003C/p>",{"id":69,"label":70},"4b3fb792-2c2d-40ab-8a3d-bf64228b7c1b","\u003Cp>OPAS. Histórico da pandemia de COVID-19. 2020. Disponível na internet por http em: \u003Chttps://www.paho.org/pt/covid19/historico-da-pandemia-covid-19>. Acesso em 20 dez. 2021.\u003C/p>",{"id":72,"label":73},"2a24e35d-99d2-40de-a7e3-3d8a96e0f2de","\u003Cp>OZKARAMANLI, Deger; DESMET, P. M. A. I knew I shouldn't, yet I did it again! Emotion-driven design as a means to subjective well-being. \u003Cstrong>International journal of design\u003C/strong>, v. 6, n. 1, p. 27-39, 2012.\u003C/p>",{"id":75,"label":76},"59844c31-0dda-4767-a73b-0ff1908b34bb","\u003Cp>PARTLOW, Karen M.; GIBBS, William J. Indicators of constructivist principles in Internet-based courses. \u003Cstrong>Journal of Computing in Higher Education\u003C/strong>, v. 14, n. 2, p. 68, 2003.\u003C/p>",{"id":78,"label":79},"4159558c-a192-4be5-8819-79ca02ec8e88","\u003Cp>PETCHAMÉ, Josep et al. 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Routledge, 2016. p. 39-56.\u003C/p>",{"id":90,"label":91},"a476493a-9bc9-4bf6-ad3e-e896a848ba47","\u003Cp>SERHAN, Derar. Transitioning from face-to-face to remote learning: Students' attitudes and perceptions of using Zoom during COVID-19 pandemic. \u003Cstrong>International Journal of Technology in Education and Science\u003C/strong>, v. 4, n. 4, p. 335-342, 2020.\u003C/p>",{"id":93,"label":94},"9bed1e18-5fce-4e04-a2e8-d8514bcbfd2b","\u003Cp>SHIRLEY, D.; HARGREAVES, A. \u003Cstrong>Cinco caminhos para o engajamento: rumo ao aprendizado e ao sucesso do estudante\u003C/strong>. 1. ed. Porto Alegre: Penso, 2022.\u003C/p>",{"id":96,"label":97},"e034a721-8fc4-4dde-a4c7-9733ca288801","\u003Cp>STOCK, Karen L.; KOLB, David. The Experiencing Scale: An Experiential Learning Gauge of Engagement in Learning. \u003Cstrong>Experiential Learning & Teaching in Higher Education\u003C/strong>, v. 4, n. 1, p. 3-21, 2021.\u003C/p>",{"id":99,"label":100},"db5dd99d-c342-44bb-9376-52981603e4be","\u003Cp>TEMPLE, Paul. Learning spaces in higher education: An under-researched topic. \u003Cstrong>London Review of Education\u003C/strong>, v. 6, n. 3, p. 229-241, 2008.\u003C/p>",{"id":102,"label":103},"1b100749-d403-488b-9f2c-b0ff1d693d43","\u003Cp>THOMAS, Herbert. Learning spaces, learning environments and the dis 'placement'of learning. \u003Cstrong>British Journal of Educational Technology\u003C/strong>, v. 41, n. 3, p. 502-511, 2010.\u003C/p>",{"id":105,"label":106},"7bb461d1-c378-4ecf-8f29-9902b050b1df","\u003Cp>TONETTO, Leandro Miletto; COSTA, Filipe Campelo Xavier da. Design Emocional: conceitos, abordagens e perspectivas de pesquisa. \u003Cstrong>Strategic Design Research Journal\u003C/strong>, v. 4, n. 3, 2011.\u003C/p>",{"id":108,"label":109},"bf39d7aa-472a-4098-ac02-49a40f09dbea","\u003Cp>TROWLER, Vicki. \u003Cstrong>Student engagement literature review\u003C/strong>. The higher education academy, v. 11, n. 1, p. 1-15, 2010.\u003C/p>",{"id":111,"label":112},"12c2ef21-6cb8-4727-aea1-e82d0fb9e270","\u003Cp>UNESCO. COVID-19: reopening and reimagining universities, survey on higher education through the UNESCO National Commissions. 2020. Disponível na internet por http em: \u003Chttps://unesdoc.unesco.org/ark:/48223/pf0000378174>. Acesso em 20 dez. 2021.\u003C/p>",{"id":114,"label":115},"bc14b023-934e-4080-920f-9349cc48ab35","\u003Cp>VIGNATI, Arianna et al. E-LEARNING AND DESIGN PRACTICE. Tools and methods for professional learning of strategic design approach. \u003Cstrong>The Design Journal\u003C/strong>, v. 20, n. sup1, p. S1026-S1036, 2017.\u003C/p>",{"id":117,"label":118},"c627e340-4505-4f2e-af3f-6ca10d52af8a","\u003Cp>WHO. WHO Director-General's opening remarks at the media briefing on COVID-19 - 11 March 2020. 2020. Disponível na internet por http em: \u003Chttps://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020>. Acesso em 18 dez. 2021.\u003C/p>",{"id":120,"label":121},"c382fe60-3bc6-4302-b97a-c72e999c2e0b","\u003Cp>WHYTE, Jennifer K.; CARDELLINO, Paula. Learning by design: Visual practices and organizational transformation in schools. \u003Cstrong>Design Issues\u003C/strong>, v. 26, n. 2, p. 59-69, 2010.\u003C/p>",{"id":123,"label":124},"e33106ad-dc5a-4615-9e35-795ae623f47d","\u003Cp>YANG, Bin; HUANG, Cheng. Turn crisis into opportunity in response to COVID-19: experience from a Chinese University and future prospects. \u003Cstrong>Studies in Higher Education\u003C/strong>, v. 46, n. 1, p. 121-132, 2021.\u003C/p>",{"id":126,"label":127},"223db1de-ff22-45d6-bc99-db2758c6beb4","\u003Cp>ZURLO, Francesco; CAUTELA, Cabirio. Design strategies in different narrative frames. \u003Cstrong>Design Issues\u003C/strong>, v. 30, n. 1, p. 19-35, 2014.\u003C/p>",4224,"7r71fevw","10.5151/ped2022-2881667","enabled","2025-12-28T19:08:05-03:00",[134,140,150,156],{"email":11,"designation":7,"description":135,"createDate":136,"_id":10,"filiation":13,"id":7,"lastmodified":137,"role":7,"objectID":10,"slugs":138,"path":139,"url":7,"lastName":6,"name":8},{},"2025-12-17T09:38:40.097Z",1765964320098,[15,16],"people/8a35c668-0189-46fa-9fd6-64c9ef09e7cf",{"role":7,"_id":141,"designation":7,"lastmodified":137,"slugs":142,"description":145,"lastName":146,"path":147,"id":7,"objectID":141,"url":7,"email":148,"filiation":13,"name":149,"createDate":136},"0cc3ab46-d31a-444c-9804-1558f0c98ed7",[143,144],"gabriel-tassinari","tassinari-gabriel",{},"Tassinari","people/0cc3ab46-d31a-444c-9804-1558f0c98ed7","tassinaris@edu.unisinos.br","Gabriel",{"lastName":151,"_id":152,"role":7,"url":7,"designation":7,"email":153,"name":154,"filiation":155},"Costa","afa46fdf-e429-46cd-ae85-b09569ec222c","fcampelo@unisinos.br","Filipe Campelo Xavier da","UNISINOS",{"url":7,"lastName":157,"filiation":7,"role":7,"designation":7,"email":7,"_id":158,"name":159},"Farias Tarouco","deeaf8df-b1a1-4a5a-bc6a-b96c781c2611","Fabricio",[10,141,152,158],3,[163],"design-for-engagement-seven-design-for-experience-opportunities-to-drive-higher-education-student-en",{"target":165,"query":166},"people/get",{"id":10,"articles":167},"true",1780316134511]