Usando o modelo de Comunidade de Conhecimento para analisar emojis como linguagem emergente em experiências educacionais via WhatsApp

Reeves, Jennifer L.; Gunter, Glenda A.; Braga, Junia; Racilan, Marcos

doi:10.1590/1678-460X202238252396

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Articles • DELTA 38 (2) • 2022 • https://doi.org/10.1590/1678-460X202238252396 linkcopiar

Usando o modelo de Comunidade de Conhecimento para analisar emojis como linguagem emergente em experiências educacionais via WhatsApp

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

Com o interesse crescente pelo uso do WhatsApp como espaço social para iniciativas pedagógicas, o papel dos emojis como língua emergente nesse espaço precisa ser melhor entendido considerando a integração de tecnologias móveis na educação. Com isso em mente, este artigo relata um estudo que empregou uma metodologia mista e visou identificar: os emojis usados para apoiar presenças cognitiva, instrucional e social em um curso de formação de professores via WhatsApp; as atitudes dos participantes em relação ao uso de emojis e a relação de idade e gênero com esse uso. Os dados gerados a partir das interações dos professores via WhatsApp foram analisados e discutidos com base no Modelo Comunidade de Conhecimento de Garrison et al. (1999). Essa estrutura conceitual identifica elementos cruciais para experiências educacionais online de sucesso e assume que a aprendizagem ocorre por meio da interação de três elementos centrais: presenças social, cognitiva e instrucional. Os resultados mostram que os emojis podem ser usados com eficácia para apoiar essas presenças. A alta frequência de emojis parece ser culturalmente situada e relacionada ao gênero.

Palavras-chave:
Comunidade de Conhecimento; uso de emoji; aprendizagem móvel; WhatsApp

Elements	Categories	Indicators (examples only)
Cognitive Presence	Triggering Event	Sense of puzzlement
	Exploration	Information exchange
	Integration	Connecting ideas
	Resolution	Apply new ideas
Social Presence	Emotional Expression	Emotions
	Open Communication	Risk-free expression
	Group Cohesion	Encouraging collaboration
Teaching Presence	Instructional Management	Defining and initiating discussion topics
	Building Understanding	Sharing personal meaning
	Direct Instruction	Focusing discussion

Emoji	Name and description
👏	Clapping Hands
👏	Two hands clapping. Expression of hurray, applause, bravo, very well done or being in agreement.
😉	Winking Face
😉	Facial gesture of winking. Expression of humor, approval, appreciation, and understanding.
👍	Thumbs-Up
👍	Hand with thumb turned up. Stands for approval, agreement and commitment. Can mean well done or liking.
😂	Face With Tears of Joy
😂	Big grin, uplifted eyebrows, and smiling eyes shedding tears. Funny, giggling, pleasing, or something unbelievably humorous that makes us cry laughing.
😊	Smiling Face With Smiling Eyes
😊	Shy and embarrassed grin. The red cheeks are expressing joy. Represents happiness and positivity.
	Smiling Face
	Shy grin with eyebrows. Communicates a broad range of warm and positive feelings, including satisfaction, gratitude and affection.
🥰	Smiling Face With Smiling Eyes and Hearts
🥰	Romantic emoji commonly used to express warm fuzzy feelings or uplifted mood. Can also express a feeling of love or being in love.
🤣	Rolling On The Floor Laughing
🤣	Smiley face laughing out of control. Something is so funny that we roll on the floor. Can represent very interesting and extremely humorous, and entertaining.

Indicators	Excerpts from course interactions
Sense of puzzlement	“Are we going to learn how to make videos like this? Is it possible? 😊” (Group 3)
Information Exchange	“I suppose they love to do It. Compare with us! Everyone here so happy sharing our experience here 😃” (Group 1)
Information Exchange	“awesome idea 💡 I’ll try this out!” (Group 6)
Connecting ideas	“I think that would be cool the students make a tour by the city and take selfies in monuments, interesting places as a presentation of our homeland to a stranger. “Bora” value our culture!❣” (Group 5)
Connecting ideas	“As I work with technical courses, I usually teach Ss who take photography related disciplines. We use their photographs of our city to work descriptions and directions. But now, I’ll love to work with the selfies!/ 👏👏👏👏👏👏👏👏👏” (Group 2)
Apply new ideas	“In this case, in public School, that some of them didn’t have smartphone even internet. What did I do? I print some balloons like a model of smartphone. Then they create a dialogue between them 🤭” (Group 1)

Indicators	Excerpts from course interactions
Defining and initiating discussion topics	“I think you have added me to 2 groups 🙂
	Can I pls stay in just one?” (Group 1)
	“hi y’all! I’m not a digital game player myself so I think that resources related to entertainment (vernacular) games such as reviews, narratives, walkthrough, etc can be a way to integrate games in the classroom. What do you think of this strategy 😉?” (Tutor’s post in group 4)
Sharing personal meaning	“Participant A: I’ll start teaching about places and giving directions now and you have given me a nice idea to work with my students. This can be done using google maps as well, right? Students can write reviews about places they have gone.
	Participant B: I had the same idea. 😃” (Group 6)
	“[participant’s name], I also had the opportunity to work with a deaf student some years ago. Exploring multimodal and digital resources was very effective to engage him with the classes and classmates. I believe going digital with our practice can be a way of real integration and not just creating special and different materials for one student. Nowadays, there are many websites with ideas and activities. I can send you later.” (Tutor’s post in group 1)
Focusing discussion	“Guys, let’s think about what a good review should contain... It is different from a comment.. 😉❤️ check the example on the posts!” (Tutor’s post in group 4)
Focusing discussion	“Make sure you write an informative one so that your peers feel like commenting. 😉” (Tutor’s post in group 5)

Indicators	Excerpts from course interactions
Emotion expressions	“After a busy day... a little messed up 😳 I am [participant`s name] and I am part of Taba’s team.” (a tutor’s post in group 4)
	“I’m answering the activities. 😬” (Group 3)
	“I guess we first have to fulfill the expectations for the previous task 🙈” (Group 5)
Humor	“I’m feeling like a zombie 🧟♂ ! 😜” (a tutor’s post in group 1)
	“Lucky u it was on this day... 😅 Just kiddin’” (Group 3)
	“Remember! I’m 55 years old 😂😂😂😂😂😂” (Group 1)
Greetings	“Glad to meet you too 😎📚” (Group 3)
	“Good night to all of you! I’m sleepy. God bless you! See them tomorrow! 😴😴😴😴” (Group 5)
	“Happy easter, everyone! 🐰😊” (Group 2)
Acknowledging others	“🥇 Congrats for being the first one to post your 🏆🤳👏🏻” (a tutor’s post in group 5)
	“Thanks [participant`s name]for helping me 👍🏻🙏🏻” (Group 3)
	“Great presentation!!! 👏🏻👏🏻” (Group 1)
	“U can use it ” (Group 3)
Group cohesion	“We are together 💪🏻” (Group 3)
	“Hi, [participant’s name]! I’m glad you’re here, buddy! 🤗😃” (a tutor’s post in group 1)
	“Kicking off the ball. ⚽ Getting ready to start working! A blessed Wednesday for you all! 🙏🏻” (Group 1)

	Ready to Use			Willingness to Apply
Presence	N	r _s	p	N	r _s	p
Cognitive Presence	61	.32	.01*	61	.31	.02*
Teaching Presence	61	-.09	.48	61	-.01	.94
Social Presence	61	.20	.12	61	.24	.06

	Age
Presence	N	r _s	p
Cognitive Presence	61	-.07	.62
Teaching Presence	61	.10	.44
Social Presence	61	.04	.74
Total Presence	61	-.002	.99

	Male Participants			Female Participants
Presence	n	M	SD	n	M	SD
Cognitive Presence	21	8.00	8.38	39	10.13	2.29
Teaching Presence	21	.00	.00	39	.13	.34
Social Presence	21	9.67	9.87	39	12.97	19.84
Total Presence	21	5.89	6.02	39	7.75	11.27

Presence	t	df	p	Mean Difference	95% CI
Cognitive Presence	.63	58	.53	2.13	(-4.68, 8.94)
Teaching Presence	2.36	38	.02*	.13	(-.02, .28)
Social Presence	.72	58	.48	3.31	(-5.94, 12.56)
Total Presence	.70	58	.49	1.85	(-3.44, 7.15)

Emoji	Cognitive (n)	Teaching (n)	Social (n)	Total (n)
🙃	4	1	6	11
🤭	14	2	20	36
👍	47	18	74	139
😔	2	1	4	6
🤗	4	1	11	16
🥰	40	12	59	111
🙌	9	8	18	34
👏	107	29	153	161
😃	21	6	31	56
🐰	0	0	4	4
	47	5	60	112
🙂	31	0	40	71
💤	0	0	2	2
🔆	0	0	3	3
🧟♂	0	0	2	2
😜	2	1	5	8
😴	0	2	5	7
☕	1	4	4	9
😉	37	56	158	251
😘	13	10	35	58
😍	24	12	41	77
😂	33	20	68	121
😅	9	7	17	33
♥	10	5	21	36
😊	51	5	64	120
😬	20	4	23	47
👆	17	12	8	37
🙋	4	2	5	11
🤔	10	1	9	20
😄	9	5	17	31
🤩	2	0	3	5
🍦	0	1	2	3
😇	1	1	2	4
😁	15	13	31	59
😱	6	2	4	12
😕	2	0	3	5
✈	0	2	0	2
😋	9	3	12	24
😭	3	0	3	6
🤣	7	14	20	41
☝️	3	0	2	5
😢	2	0	1	3
📚	2	0	0	2
😟	2	0	3	5
🎉	0	6	6	12
🌹	1	0	7	8
❣	3	5	9	17
🤝	4	0	9	13
😳	3	3	10	16
👇	4	5	2	11
👌	3	0	3	6
🙏🏻	6	0	9	15
👊	2	0	2	4
👋	0	0	2	2
🤳	0	6	4	10
👶🏻	1	0	4	5
✋	1	0	4	5
😆	3	4	7	14
🙈	5	1	7	13
🌸	8	0	10	18
🗣	0	2	1	3
✍	8	0	1	9
😔	2	0	1	3
💓	2	0	2	4
💪	1	1	2	4
✅	3	0	0	3
🎯	16	0	0	16

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[TFN1] Note. Retrieved from Garrison et al. (1999, p. 89).