Engenharia do conhecimento em uma organização alimentícia: um estudo de modelagem

Levando em consideração as transformações do mercado, o surgimento de novas tecnologias e a crescente competição entre concorrentes, a criação e gestão eficaz do conhecimento possibilita que as organizações tenham a capacidade de responder rapidamente aos clientes, trazendo inovações, criando mercados e desenvolvendo novos produtos. Nesse sentido, a presente monografia utiliza como metodologia o Design Science Research e tem como objetivo analisar a viabilidade de um engenheiro do conhecimento em uma empresa do ramo alimentício, através de um levantamento do tipo survey, e, aliado a isso, propor um sistema especialista para maior disseminação do conhecimento e diminuição da carga cognitiva dos colaboradores. Com base na análise dos resultados obtidos, pode-se concluir que o engenheiro do conhecimento, impactaria positivamente, pois tornaria as tomadas de decisão mais ágeis e auxiliaria na criação de um sistema especialista que tornaria as atividades dos operadores menos desgastantes cognitivamente, promovendo maior aprendizagem e maior disseminação do conhecimento organizacional, visto sua importância como vantagem competitiva.Taking into account market transformations, the emergence of new technologies, and the growing competition among competitors, effective knowledge creation and management enables organizations to be able to respond quickly to customers by bringing innovation, creating markets, and developing new products. In this sense, the present monograph uses Design Science Research as a methodology and its objective is to analyze the viability of a knowledge engineer in a food business through a survey, and, together with this, propose a specialist system. for greater dissemination of knowledge and decreased cognitive burden of employees. Based on the analysis of the results obtained, it can be concluded that the knowledge engineer would have a positive impact, as it would make decision making more agile and would help in the creation of an expert system that would make operators' activities less cognitively exhausting, promoting greater learning. and greater dissemination of organizational knowledge, considering its importance as a competitive advantage

Designing Immersive Virtual Environments for Cognitive Learning and Spatial Memory Tasks

University of Minnesota M.S. thesis.June 2019. Major: Computer Science. Advisor: Peter Willemsen. 1 computer file (PDF); ix, 132 pages.Virtual reality provides a realistic way to learn at a flexible progression and to develop skills that could be difficult to grasp in the real world. Our hypothesis is that there are certain VR affordances that educators and developers can leverage to build simulated learning experiences that can transform education and training activities. The immersive experience VR provides through real-time interaction, engagement, spatial awareness, visual representations, and media richness is useful for developing experiential learning environments. Watching a dinosaur egg hatch and the development of its complete life cycle in a virtual Jurassic world may provide more visual context than reading a textbook on the life cycle of the same dinosaur. The goal of this study was to better understand which interaction mechanism may be better for the design of immersive virtual learning environments. We investigated the role that natural locomotion and teleportation may have on cognitive and spatial information processing in a virtual environment. The learning space is a virtual cemetery, and it consists of thirteen tombstones with stories about the lives of the residents of spoon river, a fictional town mentioned in Spoon River Anthology by Edgar Lee Masters. We conducted experiments by placing subjects in four different conditions: teleportation across long distances, walking across long distances, teleportation across short distances and walking across short distances. Our hypotheses are that shorter natural walking paths will produce better outcomes on the cognitive assessments and spatial memory assessments we conducted. Teleportation, while beneficial for navigating virtual reality from a small, confined physical space, may not provide enough continuous spatial updating and therefore may be somewhat detrimental for certain learning environments. We analyzed the results and built a linear regression model to find any association between input and output variables. Our data analysis revealed that: • For definite memory recall and proprioception of the spatial layout of a virtual space, it is better to walk than to teleport. • To visually match objects to their spatial positions, a learning space that is logically investigated through shorter distance movements is better than longer paths. • Strong cognitive understanding is achieved if the learning space properly balances exploration of the environment and discovery of information