Abstract
This paper has as its starting point a research project entitled “Design and the contemporary digital technologies in learning process” approved, in 2014, by the scientific notice MCTI/CNPQ/Universal 14/2014 and from a research project entitled “Bilingual digital literature (LIBRAS and Portuguese)” that intends to the development of scientific, technological and innovation researches which involves new languages, projective elements and new possibilities for presentation of information by using different elements available in contemporary technologies. Among them, we can highlight the interaction, the navigation, the hypertextual levels, the connectivity, the mobility and the responsive design issues as well as informational, cognitive and projective questions that are established in different and new areas. Thus, the project will present a theoretical research combined with the conceptual basis for the development of digital interactive literature that helps the educational process. In addition, it is planned to provide a continuation of the digital book, which served as this project basis, looking forward to provide the production of an e-book collection for tablets, or similar, with multiple language narrative in hypermedia environments whose theme is the city of Rio de Janeiro.
Highlights
Today our society is experiencing a relentless pursuit of time and knowledge
This study will look at the narrative as a conductor between children and their ability of learning and how the development of technology can assist in this process, combining form and content in hypermedia environments mediated by Design and Education
The study presented in this paper was born from a research project called “Design and contemporary digital technologies applied in the development of an interactive digital book for deaf and listening children”, which was contemplated in 2014 by Call Announcement: MCTI/CNPQ/Universal 14/2014 the name of Professor Cristina Portugal
Summary
Today our society is experiencing a relentless pursuit of time and knowledge. This reality is closely linked to the children and young people that see and act in the virtual and in the real world like they are the same and is related to how they use the gadgets naturally. To make available guidelines leading to the creation of bilingual digital interactive tools (Brazilian language sign – LIBRAS – and Portuguese) that may be embedded in other projects for children is just the beginning to make groups of developers to think about it becoming able to reach the greater number of deaf and listening users. This is an exploratory research of qualitative nature. In the words of Jenkins (2009), the digital narrative allows a new aesthetic that emerged as an answer to the convergence of media – an aesthetic that has new demands for the consumers and depends on the active participation of knowledge communities (Jenkins 2009, p.49)
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