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Sex differences have been a rarely addressed aspect in digital game-based learning (DGBL). Likewise, mixed results have been presented regarding the effects according to sex and the conditions that generate these effects. The present work studied the effects of a drill-and-practice mathematical game on primary students. The study focused on an analysis by sex, measuring motivation and learning in the practice activity. Also, two instructional mechanics were considered regarding the question answering to search for possible differences: a multiple-try feedback (MTF) condition and a single-try feedback (STF) condition. A total of 81 students from four courses and two schools participated in the intervention. The study's main findings were as follows: (a) the girls outperformed the boys in terms of the students' learning gains; (b) the girls presented lower levels of competence and autonomy than the boys; (c) under MTF, the girls presented lower levels of autonomy but no differences in competence contrasted with the boys; (d) under STF, the girls presented lower levels of competence but no differences in autonomy contrasted with the boys; (e) no sex differences existed in interest, effort, and value, in general, as per the instructional condition. This study enhances the knowledge of sex differences under diverse instructional settings, in particular providing insights into the possible differences by sex when varying the number of attempts provided to students.

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SUMMARY: The aim of this exploratory design science research (DSR) study was to design a computer-based teaching simulation tool (CBTST) for training medical imaging (MI) students in chest pattern recognition. A DSR methodology used in the design of the CBTST entailed the following phases: 1) awareness of the problem (proposal design); 2) suggestion; 3) development; 4) evaluation; and 5) conclusion. The CBTST was designed using Microsoft Visual Studio which operates on the Structured Query Language server. The designed CBTST was evaluated using the System Usability Scale (SUS) and MI educators. The designed CBTST evaluation yielded an average score of 70.1 which exceeded the score of 68 which is generally accepted to indicate that the CBTST has good usability. The CBTST proved to be an authentic tool that is user-friendly and allows communication and feedback between the educator and the students. It is envisaged that the implementation of this tool will enhance the future training of MI students in pattern recognition while contributing immensely to the current development of the use of computer-based simulation.

RESUMEN: El objetivo de este estudio de investigación en ciencias de diseño (DSR) fue desarrollar una herramienta de simulación de enseñanza basada en computadora (CBTST) para capacitar a los estudiantes en el reconocimiento de patrones de tórax a través de la imagenología médica. Una metodología DSR utilizada en el diseño del CBTST implicaba las siguientes fases: 1) conciencia del problema (diseño de la propuesta); 2) sugerencia; 3) desarrollo; 4) evaluación; y 5) conclusión. El CBTST se diseñó con Microsoft Visual Studio, que opera en el servidor de Structured Query Language. El CBTST diseñado se evaluó utilizando la escala de usabilidad del sistema (SUS) y educadores de IM. La evaluación CBTST diseñada arrojó un puntaje promedio de 70,1 que excedió el puntaje de 68 que generalmente se acepta para indicar que el CBTST tiene buena usabilidad. El CBTST demostró ser una herramienta auténtica, fácil de usar y que permite la comunicación y la retroalimentación entre el educador y los estudiantes. Se prevé que la implementación de esta herramienta mejorará la formación futura de los estudiantes de IM en el reconocimiento de patrones y contribuirá de manera importante al desarrollo actual del uso de la simulación basada en computadora.

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Many experimental thermochemical laboratories require monitoring temperatures during a reaction or physical procedure. Nowadays, there are many alternatives to fulfill this requirement; however, they are expensive for basic scholars and first-year undergraduates. In this paper, we describe an inexpensive and useful data acquisition device developed with the open-source Arduino software. In this work, we presented a methodology for easy calorimeter construction based in Arduino data acquisition device for introductory chemical laboratories, we used an LM35 transistor as a temperature sensor connected to an Arduino UNO microcontroller for temperature sensing and an aquarium air pump for agitation of reaction system. Besides, the hardware required for implementation is explained in detail. The device was built using the (DIY) do-it -yourself method, and the complete system had a total cost under $40. We showed details of all components for data acquisition construction. Finally, we tested the device in order to determine the exothermic dissolution heat (ΔH) for NaOH in water.

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Introdução: As avaliações usando tecnologia estão presentes nas escolas em vários países, e seu uso se popularizou nas últimas duas décadas, sendo utilizadas no exame para licença médica nos Estados Unidos desde 1999. O potencial que as avaliações aprimoradas por tecnologia trazem para o mundo acadêmico foi o que motivou a realização deste estudo, e o conhecimento advindo de uma conferência específica sobre essas tecnologias trouxe o incentivo para persistir nessa linha de pesquisa. Método: Este estudo tem por objetivo comparar o estresse, a satisfação e o desempenho dos acadêmicos durante o primeiro semestre de 2018, ao realizarem provas escritas convencionais e provas no computador na disciplina de Ginecologia e Obstetrícia do curso de Medicina da Universidade José do Rosário Vellano, campus Alfenas. Foram avaliadas as turmas do décimo segundo período e sétimo período, totalizando uma amostra de 135 alunos. Tratou-se de um estudo experimental randomizado em que os alunos foram divididos em dois grupos para as avaliações e foram-lhes aplicados questionários pré-definidos e presenciais. Antes da prova, foram entregues aos alunos perguntas específicas para avaliar o estresse envolvido em sua realização. Ao término da prova, foram aplicadas as questões que avaliaram a satisfação com o tipo de prova realizada. Foram ainda registradas as notas obtidas nos dois tipos de avaliação. Cada aluno fez uma avaliação escrita convencional e uma avaliação via computador. Resultados: Os acadêmicos avaliados demonstraram maior estresse e menor satisfação com a prova no computador, comparando-a com a prova escrita convencional. O tipo de prova não esteve associado ao desempenho acadêmico. Conclusão: A falta de familiaridade e treinamento com a metodologia, antes da aplicação das avaliações, causou aumento no estresse nos acadêmicos envolvidos no presente estudo, o que interferiu na satisfação, ao fazer a prova usando tecnologia, embora não tenha havido diferença nos escores de desempenho. As informações coletadas serão utilizadas para reestruturação do formato dos testes oferecidos no departamento de Ginecologia e Obstetrícia da UNIFENAS, campus Alfenas, com o intuito de aprimorar a avaliação teórica que se realiza na Universidade.

Introduction: Evaluations using technology are present in schools in several countries and have become popular in the last two decades and have been used in the United States medical license examination since 1999. The potential that improved technology assessments bring to the academic world motivated the carrying out of this study, and the knowledge from a specific conference on these technologies brought the incentive to persist in this research line. Method: This study aims to compare the stress, satisfaction and performance of academics during the first semester of 2018, when conducting conventional written tests and computer tests in the course of Gynecology and Obstetrics of the medical program of the University of José do Rosário Vellano, Alfenas campus, a total sample of 135 students. It was a randomized experimental study in which the students were divided for the evaluations and pre-defined and class-based questionnaires were applied. Prior to the test, specific questions were given to students to assess the stress involved in their achievement. At the end of the test, the questions were answered to evaluate the satisfaction with the type of the test they took. Each student did a conventional written assessment and a computer assessment. Results: The evaluated students showed greater stress and less satisfaction with the computer-based test compared to the conventional written test, although there was no statistical difference in performance when comparing both. Conclusion: Lack of familiarity and training with the methodology prior to test application resulted an increase in students' stress in the present study, which interfered in the satisfaction with the test using technology, even though there was no difference in the performance scores. The collected information will be used to restructure the format of the tests offered in the Department of Gynecology and Obstetrics of UNIFENAS, Campus Alfenas, in order to improve the theoretical evaluation performed at the University.

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The advances in technology has shifted healthcare from a "one size fits all" model to focus on personalized therapy. Understanding the relationship of genome variations and its effect on drug response has led to individualized drug selection, maximizing drug efficacy and improving toxicity profile. The developments in pharmacogenomics has led to the discovery of predictive and prognostic biomarkers, and has transformed cancer research leading to the creation of pharmacogenomics databases. While challenges associated with the implementation of pharmacogenomics based medicine exist, integrating data amongst collaborative networks will be crucial for researchers to identify all the functional elements of the human genome sequence. Future advances in the area of pharmacogenomics research will eventually lead to the identification of the right therapeutic drug for the right patient.

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X-ray crystallography provides structural information of molecules at the atomic level, being a central technique at the forefront of science and technology. However, crystallography teaching is not usually implemented in biochemistry lab classes due to its complex execution by nonexpert users. Here, we report the basic step-by-step workflow performed by crystallographers in order to solve the three-dimensional structure of a protein. All these activities were executed in a course for Latin-American graduate students with no previous knowledge on X-ray crystallography entitled "Crystallography in Structural Biology: why do we need a protein crystal, and how do we get it?." We would like to share our experience with the educational research community, with the main purpose being to enrich teaching in biochemistry and structural molecular biology by performing a series of interesting laboratory and computer experiments. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):700-707, 2019.

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The optic disc (OD) in retinal fundus images is widely used as a reference in computer-based systems for the measurement of the severity of retinal disease. A number of algorithms have been published in the past 5 years to locate and measure the OD in digital fundus images. Our proposed algorithm, automatically: (i) uses the three channels (RGB) of the digital colour image to locate the region of interest (ROI) where the OD lies, (ii) measures the Shannon information content per channel in the ROI, to decide which channel is most appropriate for searching for the OD centre using the circular Hough transform. A series of evaluations were undertaken to test our hypothesis that using the three channels gives a better performance than a single channel. Three different databases were used for evaluation purposes with a total of 2,371 colour images giving a misdetection error of 3% in the localisation of the centre of the OD. We find that the area determined by our algorithm which assumes that the OD is circular, is similar to that found by other algorithms that detected the shape of the OD. Five metrics were measured for comparison with other recent studies. Combining the two databases where expert delineation of the OD is available (1,240 images), the average results for our multispectral algorithm are: TPR = 0.879, FPR = 0.003, Accuracy = 0.994, Overlap = 80.6% and Dice index = 0.878.

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Computational techniques have great potential to improve the teaching-learning. In this work, we used a computational strategy to visualize three-dimensional (3D) structures of proteins and DNA and help the student to comprehend biochemistry concepts such as protein structure and function, substrate, and inhibitors as well as DNA structural features. The practical classes included tutorials to be done in the computer using structures from Protein Data Bank and a free 3D structure visualization software, Swiss PDB Viewer. The activity was done with 76 students from biology and pharmacy undergraduate courses. Questionnaires were administered to evaluate the knowledge regarding specific biochemistry contents before and after the activity and the opinion of the students. An overall increased percentage of correct answers post-classes (75.91%) were observed in comparison to pre-classes (35.53%). All the students indicated that it could contribute to the learning of DNA and protein structure contents; approximately 90% stated that it enables structures visualization or makes the learning and understanding easier. Therefore, the strategy has shown to be effective, allowing the contextualization of biochemistry themes and may complement theoretical classes. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):76-84, 2018.

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Introduction Communication breakdown, a consequence of hearing impairment (HI), is being fought by fitting amplification devices and providing auditory training since the inception of audiology. The advances in both audiology and rehabilitation programs have led to the advent of computer-based auditory training programs (CBATPs). Objective To review the existing literature documenting the evidence-based CBATPs for children with HIs. Since there was only one such article, we also chose to review the commercially available CBATPs for children with HI. The strengths and weaknesses of the existing literature were reviewed in order to improve further researches. Data Synthesis Google Scholar and PubMed databases were searched using various combinations of keywords. The participant, intervention, control, outcome and study design (PICOS) criteria were used for the inclusion of articles. Out of 124 article abstracts reviewed, 5 studies were shortlisted for detailed reading. One among them satisfied all the criteria, and was taken for review. The commercially available programs were chosen based on an extensive search in Google. The reviewed article was well-structured, with appropriate outcomes. The commercially available programs cover many aspects of the auditory training through a wide range of stimuli and activities. Conclusions There is a dire need for extensive research to be performed in the field of CBATPs to establish their efficacy, also to establish them as evidence-based practices.

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Abstract Introduction Communication breakdown, a consequence of hearing impairment (HI), is being fought by fitting amplification devices and providing auditory training since the inception of audiology. The advances in both audiology and rehabilitation programs have led to the advent of computer-based auditory training programs (CBATPs). Objective To review the existing literature documenting the evidence-based CBATPs for children with HIs. Since there was only one such article, we also chose to review the commercially available CBATPs for children with HI. The strengths and weaknesses of the existing literature were reviewed in order to improve further researches. Data Synthesis Google Scholar and PubMed databases were searched using various combinations of keywords. The participant, intervention, control, outcome and study design (PICOS) criteria were used for the inclusion of articles. Out of 124 article abstracts reviewed, 5 studies were shortlisted for detailed reading. One among them satisfied all the criteria, and was taken for review. The commercially available programs were chosen based on an extensive search in Google. The reviewed article was wellstructured, with appropriate outcomes. The commercially available programs cover many aspects of the auditory training through a wide range of stimuli and activities. Conclusions There is a dire need for extensive research to be performed in the field of CBATPs to establish their efficacy, also to establish them as evidence-based practices.

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OBJECTIVES: To compare registry and electronic health record (EHR) data mining approaches for cohort ascertainment in patients with pediatric pulmonary hypertension (PH) in an effort to overcome some of the limitations of registry enrollment alone in identifying patients with particular disease phenotypes. STUDY DESIGN: This study was a single-center retrospective analysis of EHR and registry data at Boston Children's Hospital. The local Informatics for Integrating Biology and the Bedside (i2b2) data warehouse was queried for billing codes, prescriptions, and narrative data related to pediatric PH. Computable phenotype algorithms were developed by fitting penalized logistic regression models to a physician-annotated training set. Algorithms were applied to a candidate patient cohort, and performance was evaluated using a separate set of 136 records and 179 registry patients. We compared clinical and demographic characteristics of patients identified by computable phenotype and the registry. RESULTS: The computable phenotype had an area under the receiver operating characteristics curve of 90% (95% CI, 85%-95%), a positive predictive value of 85% (95% CI, 77%-93%), and identified 413 patients (an additional 231%) with pediatric PH who were not enrolled in the registry. Patients identified by the computable phenotype were clinically distinct from registry patients, with a greater prevalence of diagnoses related to perinatal distress and left heart disease. CONCLUSIONS: Mining of EHRs using computable phenotypes identified a large cohort of patients not recruited using a classic registry. Fusion of EHR and registry data can improve cohort ascertainment for the study of rare diseases. TRIAL REGISTRATION: ClinicalTrials.gov: NCT02249923.

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BACKGROUND: The Alcohol, Smoking, and Substance Involvement Screening Test (ASSIST) is a reliable and valid tool for the early detection of harmful and hazardous drug use in primary care settings when administered by interview in the general population. In university students, substance use is high, so a reliable and feasible screening instrument is needed. OBJECTIVES: To compare the computer-based ASSIST (ASSISTc) with the interview format (ASSISTi). METHODS: A convenience sample with counterbalanced design was used alternating between the ASSISTi and ASSISTc with 15-day interval. Although this is not a traditional test-retest reliability study, the same statistical analysis was used: intraclass correlations (ICC), kappa (κ), and Cronbach's alpha (α) to compare the two formats. A satisfaction questionnaire was applied immediately after the second session. RESULTS: Both formats were completed by the students (n = 809) over 15 days. The scores of involvement with all substances and with tobacco, alcohol, cannabis, and cocaine obtained with the two formats demonstrated excellent ICC (> .77). The level of agreement was considered substantial for tobacco (κ = .69) and cannabis (κ = .70) and moderate for alcohol (κ = .58). The consistency of the ASSISTc was considered satisfactory (α: .85 for tobacco, .73 for alcohol, and .87 for cannabis). The analysis of satisfaction and feasibility showed that the ASSISTi was easier to understand, but the two formats were considered similar when considering acceptability, ease of responding, and degree of intimidation. CONCLUSIONS/IMPORTANCE: The two formats are acceptable, the scores are comparable, and they can be used interchangeably.

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BACKGROUND: Neuromodulation techniques for obsessive-compulsive disorder (OCD) treatment have expanded with greater understanding of the brain circuits involved. Transcranial direct current stimulation (tDCS) might be a potential new treatment for OCD, although the optimal montage is unclear. OBJECTIVE: To perform a systematic review on meta-analyses of repetitive transcranianal magnetic stimulation (rTMS) and deep brain stimulation (DBS) trials for OCD, aiming to identify brain stimulation targets for future tDCS trials and to support the empirical evidence with computer head modeling analysis. METHODS: Systematic reviews of rTMS and DBS trials on OCD in Pubmed/MEDLINE were searched. For the tDCS computational analysis, we employed head models with the goal of optimally targeting current delivery to structures of interest. RESULTS: Only three references matched our eligibility criteria. We simulated four different electrodes montages and analyzed current direction and intensity. CONCLUSION: Although DBS, rTMS and tDCS are not directly comparable and our theoretical model, based on DBS and rTMS targets, needs empirical validation, we found that the tDCS montage with the cathode over the pre-supplementary motor area and extra-cephalic anode seems to activate most of the areas related to OCD.

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The prevalence of alcohol and other drug use is high among college students. Reducing their consumption will likely be beneficial for society as a whole. Computer and web-based interventions are promising for providing behaviorally based information. The present study compared the efficacy of three interventions (computerized screening and motivational intervention [ASSIST/MBIc], non-computerized screening and motivational intervention [ASSIST/MBIi], and screening only [control]) in college students in Curitiba, Brazil. A convenience sample of 458 students scored moderate and high risk on the ASSIST. They were then randomized into the three arms of the randomized controlled trial (ASSIST/MBIc, ASSIST/MBIi [interview], and assessment-only [control]) and assessed at baseline and 3 months later. The ASSIST involvement scores decreased at follow-up compared with baseline in the three groups, suggesting that any intervention is better than no intervention. For alcohol, the specific involvement scores decreased to a low level of risk in the three groups and the MBIc group showed a positive outcome compared with control, and the scores for each question were reduced in the two intervention groups compared to baseline. For tobacco, involvement scores decreased in the three groups, but they maintained moderate risk. For marijuana, a small positive effect was observed in the ASSIST/MBIi and control groups. The ASSIST/MBIc may be a good alternative to interview interventions because it is easy to administer, students frequently use such computer-based technologies, and individually tailored content can be delivered in the absence of a counselor.

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Although recent clinical studies using transcranial direct current stimulation (tDCS) for schizophrenia showed encouraging results, several tDCS montages were employed and their current flow pattern has not been investigated. We performed a systematic review to identify clinical tDCS studies in schizophrenia. We then applied computer head modeling analysis for prediction of current flow. Out of 41 references, we identified 12 relevant studies. The most employed montage was anode and cathode over the left dorsolateral prefrontal and temporoparietal cortex, respectively. Computational model analysis predicted activation and under-activation under the anode and the cathode, respectively, occurring in areas respectively associated with negative and positive symptoms. We also identified tDCS-induced electrical currents in cortical areas between the electrodes (frontoparietal network) and, to a lesser extent, in deeper structures involved in schizophrenia pathophysiology. Mechanisms of tDCS effects in schizophrenia and the usefulness of computer modeling techniques for planning tDCS trials in schizophrenia are discussed.

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The purpose of this study was to evaluate two versions of a programmed instruction training program designed to teach undergraduate college students a goal-directed systems approach to analyzing organizational systems (Malott & Garcia, 1987). The first version was a paper-based programmed instruction module that had previously been shown to be effective at training the basic knowledge of the concepts, however was ineffective at training the application of these concepts. A computer-based programmed instruction (CBPI) version was created to improve the application of these concepts, which was tested through a series of three open-ended posttests with increasingly explicit prompts for each successive test. The results of the study showed higher performance results for the CBPI versions across all three dependent variables. The results of a nonparametric global test showed a standardized effect size of .86 and a p-value of < .001.

El propósito de este estudio fue evaluar dos versiones de un programa de instrucción programada diseñado para enseñar a estudiantes no graduados una aproximación al diseño de sistemas dirigidos a metas para analizar sistemas organizacionales (Malott & Garcia, 1987). La primera versión consistió en un modulo de un programa de instrucción personalizada de papel que anteriormente había probado ser efectivo para enseñar conocimientos básicos de conceptos, pero que no obstante era ineficiente para entrenar en la aplicación de dichos conceptos. Se creó una versión computarizada de instrucción programada (CBPI) para mejorar la aplicación de los conceptos, la cual se probó a través de una serie de tres post-tests con respuestas libres que incluyeron pistas cada vez más explícitas en cada prueba sucesiva. Los resultados del estudio mostraron una mejor ejecución en las tres variables dependiente cuando se usaron las versiones del CBPI. Los resultados de una prueba no paramétrica global mostraron un tamaño del efecto estandarizado de .86 y un valor p < .001.

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Este estudo buscou relacionar a compreensão da linguagem oral com a habilidade de raciocinar, visando evidenciar validade correlacional para a Bateria Informatizada de Linguagem Oral por meio da associação com a Escala de Maturidade Mental Colúmbia. Participaram do estudo 82 alunos com idade entre 5 e 9 anos (M=7,05; DP=1,25), sendo 47,6% do sexo feminino. Frequentavam o pré (31,7%) e a 1ª (32,9%) e 2ª (35,4%) séries do Ensino Fundamental de escola pública do interior paulista. Aplicou-se coletivamente a Bateria e individualmente a Escala de Maturidade Mental Colúmbia. A Análise de Variância, por série, indicou diferença significativa para as provas de Compreensão Morfossintática, Sequência Lógica, Organização Lógico-Verbal e escore total da Bateria. A análise de regressão revelou que o raciocínio geral representa 29% das habilidades necessárias para um bom desempenho na Bateria. Verificou-se correlação baixa entre escores totais da Bateria e do Colúmbia, porém muito significativa. Constataram-se evidências de validade correlacional e de critério, para a Bateria.(AU)

The aim of this study was to relate the understanding of oral language to the ability to reason, in order to seek correlational validity evidence of the Computerized Oral Language Battery (Bateria Informatizada de Linguagem Oral) by association with the Columbia Mental Maturity Scale. The participants were 82 schoolchildren between 5 and 9 years of age (M=7.05, SD=1.25). They attended pre-school (31.7%),1st (32.9%) and 2nd (35.4%) grades of elementary public school in São Paulo and 47.6% of whom were girls. The Bateria Informatizada de Linguagem Oral was applied collectively in the school informatics laboratory and the Columbia Mental Maturity Scale, individually. Analysis of Variance for the series, indicated significant statistics differences for the scores of Morphosyntactic prove, Logical sequence prove, Logical Organization prove and for the total score of Bateria Informatizada de Linguagem Oral. Regression analysis revealed that general reason represents 29% of the skills needed to perform well in Bateria Informatizada de Linguagem Oral. There was low, but very significant correlation between total scores of Bateria Informatizada de Linguagem Oral and Columbia Mental Maturity Scale. These results indicated validity evidences to Bateria Informatizada de Linguagem Oral.(AU)

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Este estudo buscou relacionar a compreensão da linguagem oral com a habilidade de raciocinar, visando evidenciar validade correlacional para a Bateria Informatizada de Linguagem Oral por meio da associação com a Escala de Maturidade Mental Colúmbia. Participaram do estudo 82 alunos com idade entre 5 e 9 anos (M=7,05; DP=1,25), sendo 47,6% do sexo feminino. Frequentavam o pré (31,7%) e a 1ª (32,9%) e 2ª (35,4%) séries do Ensino Fundamental de escola pública do interior paulista. Aplicou-se coletivamente a Bateria e individualmente a Escala de Maturidade Mental Colúmbia. A Análise de Variância, por série, indicou diferença significativa para as provas de Compreensão Morfossintática, Sequência Lógica, Organização Lógico-Verbal e escore total da Bateria. A análise de regressão revelou que o raciocínio geral representa 29% das habilidades necessárias para um bom desempenho na Bateria. Verificou-se correlação baixa entre escores totais da Bateria e do Colúmbia, porém muito significativa. Constataram-se evidências de validade correlacional e de critério, para a Bateria.

The aim of this study was to relate the understanding of oral language to the ability to reason, in order to seek correlational validity evidence of the Computerized Oral Language Battery (Bateria Informatizada de Linguagem Oral) by association with the Columbia Mental Maturity Scale. The participants were 82 schoolchildren between 5 and 9 years of age (M=7.05, SD=1.25). They attended pre-school (31.7%),1st (32.9%) and 2nd (35.4%) grades of elementary public school in São Paulo and 47.6% of whom were girls. The Bateria Informatizada de Linguagem Oral was applied collectively in the school informatics laboratory and the Columbia Mental Maturity Scale, individually. Analysis of Variance for the series, indicated significant statistics differences for the scores of Morphosyntactic prove, Logical sequence prove, Logical Organization prove and for the total score of Bateria Informatizada de Linguagem Oral. Regression analysis revealed that general reason represents 29% of the skills needed to perform well in Bateria Informatizada de Linguagem Oral. There was low, but very significant correlation between total scores of Bateria Informatizada de Linguagem Oral and Columbia Mental Maturity Scale. These results indicated validity evidences to Bateria Informatizada de Linguagem Oral.

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Tendo em vista uma pedagogia para ambientes informáticos na Educação a Distância, com foco privilegiado no ensino superior, este estudo se propõe a evidenciar efeitos de sentidos implicados no gesto de interpretação que idealizou uma ferramenta de comunicação (síncrona e assíncrona) - o forchat -, tomando, para análise discursiva, formulações verbais do corpus estudado que tematizam os princípios que a sustentam, nas dimensões de sua finalidade, formato e uso em classes virtuais, constituídas como comunidades de aprendizagem. Os resultados da análise destacam o desvelamento da ilusão do um, a partir da imersão dos participantes no fluxo da interação, suportado por uma outra dimensão espaço-temporal, não capitalística, para trocas interativas, e que reconhece as heterogeneidades dos sujeitos e dos sentidos produzidos, na ordem discursiva da escrita telemática.

With a view towards pedagogy for computer-based environments relating to distance learning, and focusing on higher education, this study had the aim of bringing to light the effects of meanings implied in the act of interpretation that has idealized a synchronous and asynchronous communication tool called ForChat. For discursive analysis, verbal formulations were taken from the corpus studied. These provided the themes for the sustaining principles within the dimensions of their purposes, formats and uses in virtual classrooms set up as learning communities. The results from the analysis highlight the uncloaking of the illusion of oneness, from the participants' immersion in the flow of the interaction, supported by another, non-capitalistic, space-time dimension for interactive exchanges. This dimension recognizes the subjects' heterogeneities and the meanings produced in the discursive order of the telematic writings.

Teniendo en vista una pedagogía para ambientes informáticos en la Educación a Distancia, con foco privilegiado en la enseñanza superior, este estudio se propone evidenciar efectos de sentidos implicados en el gesto de interpretación que idealizó una herramienta de comunicación ("sincrona" y "asincrona") - forchat - tomando, para análisis discursivo, formulaciones verbales del corpus estudiado que establecen los temas de los principios que la sustentan en las dimensiones de su finalidad, formato y uso en clases virtuales constituidas como comunidades de aprendizaje. Los resultados del análisis destacan el desvelamiento de la ilusión del uno, a partir de la inmersión de los participantes en el flujo de la interacción, soportado por otra dimensión espacio-temporal, no capitalista, para cambios interactivos y que reconoce las heterogeneidades de los sujetos y de los sentidos producidos en el orden discursivo del escrito telemático.

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