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<p>See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/376199237</p><p>QUIMAPP: A Software to Assist in The Teaching and Learning of Chemistry in</p><p>Youth and Adult Education</p><p>Conference Paper · November 2023</p><p>CITATIONS</p><p>0</p><p>READS</p><p>24</p><p>7 authors, including:</p><p>Ademar França de Sousa Neto</p><p>Universidade Federal de Campina Grande (UFCG)</p><p>37 PUBLICATIONS   55 CITATIONS</p><p>SEE PROFILE</p><p>All content following this page was uploaded by Ademar França de Sousa Neto on 04 December 2023.</p><p>The user has requested enhancement of the downloaded file.</p><p>https://www.researchgate.net/publication/376199237_QUIMAPP_A_Software_to_Assist_in_The_Teaching_and_Learning_of_Chemistry_in_Youth_and_Adult_Education?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_2&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/publication/376199237_QUIMAPP_A_Software_to_Assist_in_The_Teaching_and_Learning_of_Chemistry_in_Youth_and_Adult_Education?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_3&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_1&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/profile/Ademar-Neto-2?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_4&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/profile/Ademar-Neto-2?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_5&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/institution/Universidade-Federal-de-Campina-Grande-UFCG?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_6&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/profile/Ademar-Neto-2?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_7&_esc=publicationCoverPdf</p><p>https://www.researchgate.net/profile/Ademar-Neto-2?enrichId=rgreq-2919f024396158e511ad6580723fccc9-XXX&enrichSource=Y292ZXJQYWdlOzM3NjE5OTIzNztBUzoxMTQzMTI4MTIwOTEyMDY0OEAxNzAxNjk3NzczNjA5&el=1_x_10&_esc=publicationCoverPdf</p><p>296</p><p>QUIMAPP: A Software to Assist in The Teaching and</p><p>Learning of Chemistry in Youth and Adult Education</p><p>Raylla Sabino</p><p>Escola Estadual Padre José de</p><p>Anchieta</p><p>Serra do Mel, Brazil</p><p>gabrieleraylla2@gmail.com</p><p>Joyce Soares</p><p>Escola Estadual Padre José de</p><p>Anchieta</p><p>Serra do Mel, Brazil</p><p>joycemariagod@gmail.com</p><p>Marcos Barros</p><p>Escola Estadual Padre José de</p><p>Anchieta</p><p>Serra do Mel, Brazil</p><p>vini1102030@gmail.com</p><p>Humberto Freitas</p><p>Escola Estadual Padre José de</p><p>Anchieta</p><p>Serra do Mel, Brazil</p><p>humbertowellington@hotmail.com</p><p>Isabel Souza</p><p>Escola Estadual Padre José de</p><p>Anchieta</p><p>Serra do Mel, Brazil</p><p>bel.cris@outlook.com</p><p>Kergionaldo Soares</p><p>Ademar Sousa</p><p>Escola Estadual Padre José de</p><p>Anchieta</p><p>Serra do Mel, Brazil</p><p>kergionaldopires11@gmail.com</p><p>ademarneto14@gmail.com</p><p>ABSTRACT</p><p>In the context of education, people are looking for more ways</p><p>to facilitate the teaching and learning of young adults. As a</p><p>result, they see technology as a way to help in these activities.</p><p>This paper presents a mobile software application called [hid-</p><p>den]. This tool provides chemistry content schematically to</p><p>support teaching and learning in Adult Education. Potential</p><p>users evaluated the tool’s usability using the Technology Ac-</p><p>ceptance Model (TAM), with positive results indicating great</p><p>potential for its goals.</p><p>Author Keywords</p><p>Software; Chemistry; Youth and Adult Education; Learning</p><p>CCS Concepts</p><p>•Applied computing→ Interactive learning environments;</p><p>INTRODUCTION</p><p>Literacy is the foundation of all educational processes. Ev-</p><p>ery day, people are born with unequal opportunities, such as</p><p>access to education. Access to knowledge must go beyond tra-</p><p>ditional teaching approaches [3]. With the growing presence</p><p>of technology in our lives, it is essential to incorporate them</p><p>into the school environment. Combating illiteracy is crucial,</p><p>which means providing access to knowledge and appropriation</p><p>of different languages and inclusion in the connected society.</p><p>Inclusion through digital technologies is essential to reduce</p><p>the barriers of digital illiteracy [4].</p><p>Permission to make digital or hard copies of all or part of this work for personal or</p><p>classroom use is granted without fee provided that copies are not made or distributed</p><p>for profit or commercial advantage and that copies bear this notice and the full citation</p><p>on the first page. Copyrights for components of this work owned by others than the</p><p>author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or</p><p>republish, to post on servers or to redistribute to lists, requires prior specific permission</p><p>and/or a fee. Request permissions from permissions@acm.org.</p><p>CHI’20, April 25–30, 2020, Honolulu, HI, USA</p><p>© 2020 Copyright held by the owner/author(s). Publication rights licensed to ACM.</p><p>ISBN 978-1-4503-6708-0/20/04. . . $15.00</p><p>DOI: https://doi.org/10.1145/3313831.XXXXXXX</p><p>Access to education for youth and adults is an urgent issue.</p><p>Youth and Adult Education is a school modality for those who</p><p>have not completed primary or secondary education at the</p><p>appropriate age. It allows students to continue their regular</p><p>studies. The minimum age to enter EJA is 15 years for primary</p><p>education and 18 years for secondary education [10].</p><p>According to the IBGE [8], the illiteracy rate in 2022 was 5.7%,</p><p>equivalent to approximately 12 million people. Although rates</p><p>have fallen in all regions of Brazil, disparities are still notable.</p><p>The Northeast region is home to 55.3% of Brazilians aged 15</p><p>or older who cannot read or write. The illiteracy rate in the</p><p>region is 11.7%.</p><p>In the last decade, the increasing use of information and com-</p><p>munication technologies (ICT) in Brazil has decreased the</p><p>prices of devices such as smartphones, personal computers,</p><p>and tablets. This has allowed low-income families to access</p><p>these devices. Today, there are more smartphones than peo-</p><p>ple in Brazil, with 230 million smartphones, according to the</p><p>30th Annual Survey of ICT Use by FGV/EAESP [9]. How-</p><p>ever, 30.2% of the Brazilian population still has no internet</p><p>access [8].</p><p>Access to technologies in a person’s education promotes au-</p><p>tonomy, increases self-esteem, and facilitates daily life, such</p><p>as using social media, digital music platforms, and games.</p><p>The use and improvement of digital resources promote the</p><p>individual’s empowerment, allowing them to perform simple</p><p>tasks, such as interacting with other people. Exploring various</p><p>resources with educational apps to help these users learn to</p><p>read and write is possible. Learning Objects (LO) in mobile</p><p>can provide an intuitive and enjoyable way for people to learn</p><p>to read and write.</p><p>This paper reports on developing and assessing a software</p><p>application to support teaching and learning in adult education.</p><p>Sánchez, J. (2023) Editor. Nuevas Ideas en Informática Educativa, Volumen 17, p. 296 - 301. Santiago de Chile.</p><p>297</p><p>The software is being developed by high school technical</p><p>students from a state school in the interior of Rio Grande do</p><p>Norte.</p><p>The rest of the paper is organized as follows: Section 2 dis-</p><p>cusses the topics necessary to develop the research, while</p><p>Section 3 presents the proposed solution. Section 4 presents</p><p>the evaluation results carried out in the research and the poten-</p><p>tial users. Finally, Section 5 presents the conclusions.</p><p>BACKGROUND</p><p>This section discusses the concepts necessary for understand-</p><p>ing the context in which this research is situated. This section</p><p>will present Youth and Adult Education, Learning Objects,</p><p>and Recursive Methodology.</p><p>Youth and Adult Education</p><p>Youth and Adult Education (YAE) is a form of education</p><p>established by the Brazilian Basic Education Law in 1996 [5].</p><p>It is intended for individuals aged 15 or older who did not have</p><p>access to regular schooling. YAE students come from different</p><p>age groups, and many have interrupted their studies for reasons</p><p>such as the need to work to support their families, changes of</p><p>residence, and work hours. Therefore, YAE beneficiaries face</p><p>a common social reality of exclusion [14].</p><p>YAE is not limited to formal education. It has unique character-</p><p>istics beyond simply teaching those who have not completed or</p><p>even started their schooling [15]. The first specificity is the stu-</p><p>dent of this modality: YAE students are not defined only by a</p><p>specific age group but mainly by their cultural characteristics.</p><p>Adults in YAE aren’t the stereotype of the urban middle-class</p><p>man with a good level of education and a qualified job. Instead,</p><p>this adult generally comes from small towns or impoverished</p><p>rural areas, is the son of unskilled workers, and has low ed-</p><p>ucational attainment. Similarly, the young person in YAE is</p><p>not just an adolescent in a bio-psychological phase of life,</p><p>a student with a regular school record, or in search of cul-</p><p>tural enrichment. Like the adult mentioned, he is also away</p><p>from school, but he usually enrolls in supplementary courses</p><p>in advanced stages of schooling and has a better chance of</p><p>completing elementary school [15].</p><p>It is essential to analyze the audience’s heterogeneity, inter-</p><p>ests, identities, concerns, needs, and expectations concerning</p><p>school, skills, and experiences. Pedagogical work should take</p><p>into account these specificities. It is essential to understand</p><p>who this person is so that the content worked has meaning</p><p>and significance, are concrete elements in their formation, and</p><p>instrumentalizes them for a significant intervention in their</p><p>reality.</p><p>Learning Objects</p><p>The use of technologies in education has led to changes in how</p><p>teaching and learning processes are designed. It is not just a</p><p>matter of seeing new technologies as a source of educational</p><p>resources and materials but of rethinking the entire educational</p><p>process. Communication, research, and learning take on new</p><p>dimensions in the face of the speed at which information</p><p>reaches students [2].</p><p>A large and growing amount of educational materials are avail-</p><p>able on the internet, including software, games, simulations,</p><p>images, and videos. According to Miranda [12], this broad</p><p>availability of materials can be both an advantage and a dis-</p><p>advantage. This is because the user faces excess information</p><p>when searching for it, confusing them.</p><p>To overcome these limitations, LOs can be considered digital</p><p>components or units, cataloged and available for reuse in</p><p>teaching. Thus, LOs are important materials in teaching and</p><p>learning processes, offering the ability to simulate and animate</p><p>phenomena, among other characteristics, and can be reused in</p><p>various learning contexts.</p><p>There are many definitions for learning objects. According to</p><p>Wiley [18], an LO is a digital or non-digital entity that can be</p><p>used, reused, or referenced during teaching with technology</p><p>support. According to Polsoni [13], learning objects are inde-</p><p>pendent and autonomous units of content that can be reused in</p><p>various educational contexts. Finally, according to Braga and</p><p>Menezes [2], learning objects are resources that can directly</p><p>intervene in learning. Based on this concept, Virtual Learning</p><p>Environments (VLEs) are not considered a Learning Object.</p><p>The characteristics of LOs are related to the design of the</p><p>object, seeking to facilitate the work of teachers and students</p><p>towards the acquisition of knowledge. In this sense, Braga and</p><p>Menezes [2] emphasize that LOs should have the following</p><p>attributes:</p><p>• Interactivity: Whether the LOs support mental actions, re-</p><p>quiring the learner to interact with the LO content in some</p><p>way, such as watching, listening, or responding to some-</p><p>thing.</p><p>• Autonomy: Whether the LOs support the learner’s initiative</p><p>and decision-making.</p><p>• Cooperation: Whether the LOs allow learners to exchange</p><p>ideas and opinions and work together on the presented con-</p><p>cept.</p><p>• Cognition: Whether the LOs overload the learner’s memory</p><p>with cognitive information during the teaching-learning</p><p>process.</p><p>• Affectivity: Whether the LOs positively affect the learner’s</p><p>feelings and motivations to learn during interaction with the</p><p>LO.</p><p>In addition, for an LO to be an educational product, it must</p><p>follow pedagogical approaches and methodologies for its de-</p><p>velopment and construction [2].</p><p>Recursive Methodology</p><p>The development of a learning object involves many fields of</p><p>knowledge. In addition to having a good team, choosing an</p><p>appropriate methodology for creating an LO is essential. This</p><p>methodology should be based on a clear pedagogical proposal,</p><p>which is not limited to a purely technical approach.</p><p>Thus, we used the recursive methodology proposed by</p><p>Oliveira, Costa, and Moreira [7] to develop the LOs and soft-</p><p>ware. Its theoretical foundation is based on the interactionist</p><p>298</p><p>and constructivist view of knowledge. Unlike the empiricist</p><p>(which punishes the student who does not know) and ratio-</p><p>nalist (which expects the student to have an insight, without</p><p>any guidance) perspectives, the interactionist and construc-</p><p>tivist paradigm starts from the principle that the educational</p><p>process has as its goal the learning of the student, and can be</p><p>represented by the mediating action of the teacher, who guides</p><p>and assists students in the construction of new concepts and</p><p>meanings. In this perspective, educational software serves to</p><p>instrumentalize the teacher, functioning as a tool to help them</p><p>lead the students to construct their knowledge actively.</p><p>According to the authors, this methodology establishes a par-</p><p>allelism between diverse activities so that there is integration</p><p>between them. They also highlight that building educational</p><p>software is continuously recorded and evaluated through crite-</p><p>ria previously defined by the development team.</p><p>Moreira, Costa, and Oliveira present activities related to the</p><p>planning, development, and evaluation of Educational Soft-</p><p>ware [7]:</p><p>• Content selection: Defining the content at the beginning of</p><p>the work is essential. The choice of content should be based</p><p>on the needs of the educational institution where the team</p><p>works. Thus, the content that was chosen for our tool was</p><p>Organic Chemistry.</p><p>• Identification of the structuring concepts of the content:</p><p>This refers to the explication of the fundamental concepts</p><p>that make up the content to be worked on, that is, organic</p><p>chemistry.</p><p>• Development of the screens: layout and planning: This</p><p>refers to the visual part of the object. The interface con-</p><p>struction that "connects" the user to the software enables</p><p>interaction and facilitates the understanding of the content.</p><p>In this stage, the hierarchy of information, the language,</p><p>and the static characteristics are defined, always focusing</p><p>on the target audience of the object so that the interface is</p><p>efficient and effective.</p><p>• Implementation of the screens: This refers to the transforma-</p><p>tion of the planning of each screen into a screen containing</p><p>all the functions foreseen. It is about "making it work" using</p><p>programming codes.</p><p>• Utilization, evaluation, and maintenance of the Educational</p><p>Software: This consists of creating experimental situations</p><p>aimed at observing, by the responsible team, the reactions</p><p>of the students the first times that the software is used. The</p><p>evaluation used for this research was the Technology Ac-</p><p>ceptance Model.</p><p>In addition, it’s important to note that the possibility of an</p><p>adequate sequence of screens and guiding procedures for using</p><p>Educational Software can significantly influence the teacher’s</p><p>pedagogical practice.</p><p>QUIMAPP</p><p>This section describes QUIMAPP, an application to assist</p><p>in the teaching and learning of chemistry in adult education.</p><p>As described in the previous</p><p>section, we used the recursive</p><p>Figure 1. QUIMAPP Home Screen</p><p>methodology proposed by Oliveira, Costa, and Moreira as a</p><p>foundation. This methodology is based on the interactionist</p><p>and constructivist view of knowledge. Movements of progress</p><p>in software development characterize this model through the</p><p>different activities that compose it. The first screen, the initial</p><p>one, is presented in Figure 1.</p><p>The initial screen comprises a welcome message and a "con-</p><p>tinue" button, allowing the student to open the menus with the</p><p>contents. The next screen, the Contents Menu, is shown in Fig-</p><p>ure 2. The menu allows the user to verify the contents included</p><p>in the software. As the methodology requires, these contents</p><p>were chosen in conjunction with the chemistry teacher. In ad-</p><p>dition to the buttons with the contents, there is another button</p><p>with the option to return to the home screen.</p><p>Continuing with the presentation of the screens, Figure 3(a)</p><p>shows the screen with the contents of Organic Functions. In</p><p>addition to the exposed content, we have an example of an</p><p>organic compound and a button that leads to another screen</p><p>(Figure 3(b)) with a mind map about the content of Organic</p><p>Functions to help the student better understand the content.</p><p>Thus, the remaining buttons lead to their respective screens</p><p>containing the contents and another button for the mind maps.</p><p>ASSESSMENT</p><p>To evaluate the effectiveness of the proposed solution, a quan-</p><p>titative experiment was carried out in which the students used</p><p>the tool. The investigation began with a brief presentation of</p><p>299</p><p>300</p><p>Table 1. Research Propositions</p><p>Perceived Usefulness</p><p>Nº Proposition</p><p>1 Using the Software is essential to my learning.</p><p>2 The content presented is similar to what you saw in the classroom.</p><p>3 The software facilitated my understanding of subjects passed in the classroom.</p><p>4 Using the software adds value to my chemistry learning.</p><p>5 I am motivated to continue using the software.</p><p>Perceived Use Ease</p><p>1 The software has an understandable and clear interaction.</p><p>2 Navigation features are easy to find.</p><p>3 I can use the software without the help of a teacher.</p><p>Table 2. Research Data</p><p>Perceived Usefulness</p><p>Proposition SD D N A SA Amount DisP ConP DAP</p><p>1 0 0 1 12 3 16 0,5 15,5 96,88</p><p>2 0 0 1 7 8 16 0,5 15,5 96,88</p><p>3 0 0 1 9 6 16 0,5 15,5 96,88</p><p>4 0 0 1 4 11 16 0,5 15,5 96,88</p><p>5 0 0 5 7 4 16 2,5 13,5 84,38</p><p>Perceived Use Ease</p><p>Proposition SD D N A SA Amount DisP ConP DAP</p><p>1 0 0 1 7 8 16 0,5 15,5 96,88</p><p>2 0 0 1 4 11 16 0,5 15,5 96,88</p><p>3 0 0 1 5 10 16 0,5 15,5 96,88</p><p>Table 3. Interpretation of PDA Values</p><p>GCP value Suitable phrase</p><p>90% or more A very strong agreement</p><p>80% to 89,99% A substantial agreement</p><p>70% to 79,99% A moderate agreement</p><p>60% to 69,99% A low agreement</p><p>50% to 59,99% A negligible agreement</p><p>40% to 49,99% A negligible disagreement</p><p>30% to 39,99% A low disagreement</p><p>20% to 29,99% A moderate disagreement</p><p>10% to 19,99% A substantial disagreement</p><p>9,99% or less A very strong disagreement</p><p>Propositions two, three, and four, which deal with the issue of</p><p>content, whether it is consistent with what is seen in the class-</p><p>room, whether it facilitates understanding of the content, and</p><p>whether it adds value to learning, respectively, also obtained a</p><p>high degree of agreement, of 96.88%. That is, signaling that</p><p>the content presented in the tool is of great importance to help</p><p>the student’s teaching and learning.</p><p>Completing the propositions of Perceived Usefulness, proposi-</p><p>tion five obtained a substantial agreement of 84.38%, showing</p><p>that students are motivated to continue using the tool to help</p><p>them learn about chemistry. Based on the results, we can</p><p>believe that QUIMAPP has a well perceived usefulness by</p><p>students.</p><p>About Perceived Use Ease, proposition one, as seen in Table 2,</p><p>obtained a high degree of agreement, with 96.88%, where</p><p>students agree that the interaction is understandable and clear,</p><p>with easy-to-navigate resources. Proposition two, which also</p><p>obtained 96.88% deal, states that students perceived the soft-</p><p>ware as easy to navigate. Finally, proposition three, with the</p><p>same degree of agreement as the others, shows that it is possi-</p><p>ble to use the tool without the teacher’s help. Based on these</p><p>results, it can be verified that QUIMAPP is easy to use without</p><p>requiring much effort.</p><p>CONCLUSION</p><p>This research presented QUIMAPP, a tool to assist in the teach-</p><p>ing and learning of chemistry for adult education students.</p><p>One of the main objectives of the tool is to mitigate the diffi-</p><p>culty students have in following and understanding chemistry-</p><p>related subjects. The results of this research were obtained</p><p>from potential users (adult education students) through a us-</p><p>ability evaluation of the tool using the TAM method. The</p><p>study indicated that the tool is helpful for adult education stu-</p><p>dents, adds value to learning, and facilitates the understanding</p><p>of chemistry. 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