Rodrigo Rosalis da Silva

The analysis of data sets aimed at obtaining relevant strategic information, in a way that improves the quality of decisions made in large companies, has become a well-known field, as well as the knowledge that makes up the topic, such as statistics, programming, spreadsheet software and database processing. But a basic understanding of this process can provide benefits to the community and local businesses. Thus, the project presented by this article seeks to bring the theme closer to the community, adapting it to everyday situations of students in regular high school, technical high school and Youth and Adult Education classes, so that these participants come to understand that an analytical perspective helps to identify existing data in a problem situation, create an organization and build relationships between those collections of values, producing information that allows you to base your decision-making capacity. The approach was carried out through practical workshops in a computer laboratory, covering topics such as family budget, analysis of customer registration and transport data. The result was personal and professional growth for both the participating students and the students who taught the extension practice.

Background: Considering cognitive limitations is essential for learning, as it provides subsidies for developing methodologies that successfully facilitate and help the learning process. Objective: We start our research by asking: “Does a video lesson containing an animation developed based on the cognitive theory of multimedia learning promote positive effects on student learning in terms of content retention and transfer?” seeking to answer it based on data analysis. Design: Four animations containing the narration of two different contents were produced, two with and two without cognitive overload. The research team employed forms with questions about the animations to analyse the retention and transfer of the critical content to be learned in the animations. Setting and Participants: Undergraduate students were divided into two groups to watch the animations and answer the research questions. Data collection: After analysing the participants’ answers, we calculated the effect size (Cohen’s d). Results: The tests of retention and transfer of content were compared with the values obtained in the calculus of the effect size between the participating groups. Conclusions: The animations that followed the cognitive theory positively contributed to learning, collaborating with the thesis that one should seek to understand and regard cognitive processing.