Mapeamento da hedonomia e das experiencias emocionais A percepcao do aluno no ensino superior sob a perspectiva do design emocional
In the academic world, there is a conflict between business needs and academic needs, one in the short term and the other reaching medium and long term, even transcending the direct consumer student and reaching society. This conflict also includes the student's view as a user or as a consumer. Therefore, it was noticed that of the ten largest education groups in Brazil, nine of them analyze the student with tools or commercial perspectives, such as the NPS method (Net Promoter Score) Emotional design seeks a way of building more pleasurable experiences, with user centered actions that arouse more positive affections and moods. In view of this, the present thesis sought to explore different methods of emotional design for a more convergent mapping of higher education student experiences in the holistic view of this conflict and, thus, to have another perspective of student analysis. For this investigation, nine experiments were carried out, the first based on focus groups with 73 students seeking to understand hedonomic, three experiments using interviews and focus groups to analyze the academic experience (one with 44 students, another with 8 former students and another 10 with employees) an experiment to see the perceived quality with 69 students through SERVQUAL, the analysis of 7,692 NPS results from 65 undergraduate courses from 18 higher education institutions in one semester, and a five year macro analysis (124,378 comments) from 22 institutions in Brazil. After these analyzes and the understanding of the academic world from the perspective of students, alumni and collaborators, three experiments with statistical validation were carried out using the PANAS, BRUMS, SAM, Attrakdiff, Sentence Completion methods with 258 students, 81 alumni and 47 teachers looking for what the methods can approach about the students and which converges with an analysis that focuses more on emotional issues, helping with satisfaction, motivations and better emotional experiences. In the end, 595 interactions and 491 were interviewed, and the main result was what each method contributes, a suggestion of adapting the SAM to analyze academic stimuli in the face of students' emotions, and also resulted in the proposal of six academic pillars, being they: academic, teacher, student staff, infrastructure, service provision and institutional management. And in the mapping of the moods and affections of students, professor and undergraduate alumni, whose main subscale of humor is fatigue, vigor and tension, from a more positive perspective of affection, in addition to a contribution to the development of hedonomic, emotional design and higher education.