Use of video in learning

an experience in point dihedral projectio

Abstract

This article appeared shortly after the global outbreak of COVID-19, bringing with it numerous challenges and revealing weaknesses in the education sector. As a result, there was a sudden pressure to adapt and implement Information and Communication Technology in this sector. Given this reflection, this article essentially aimed to experiment with the use of video in Dihedral Point Representation classes, based on studies by Silveira and Carvalho (2020) and Deckert (2010). M Methodologically, this was qualitative research with an inductive approach. After exploring similar studies, a video was shared in a WhatsApp group of 44 students. After a week, an assessment was administered, followed by a semi-structured interview. Analysis and interpretation were based on the Discursive Textual Analysis technique. The results reveal that 88.6% of the students watched the video to completion, with 71.8% scoring between 16.0 and 19.0, and 28.2% scoring between 13.0 and 15.0. The quality of the writing and the accuracy of the responses were remarkable. For students who watched but did not finish (6.8%), the score ranged from seven to nine, and for students who did not watch (4.5%), the score ranged from zero to five. It was also concluded that the video significantly reinforces and motivates the learning of the Point. It was proposed that the videos be produced and shared through the most accessible virtual platforms.