Indicadores da aprendizagem adaptativa em ambientes virtuais de aprendizagem:: Revisão Sistemática da Literatura

• Andréia dos Santos Sachete ^[2] ; Raquel Salcedo Gomes ^[1] ; Alberto Bastos do Canto Filho ^[1] ; José Valdeni de Lima ^[1]
  1. [1] Universidade Federal do Rio Grande do Sul

     Universidade Federal do Rio Grande do Sul

     Brasil

     
  2. [2] Instituto Federal de Educação, Ciência e Tecnologia Farroupilha - Campus Alegrete - RS-377 - Km 27 - Passo Novo - Alegrete/- Rio Grande do Sul, CEP: 97555-000 (Brasil)
• Localización: RELATEC: Revista Latinoamericana de Tecnología Educativa, ISSN-e 1695-288X, Vol. 23, Nº. 2, 2024, págs. 69-87
• Idioma: español
• DOI: 10.17398/1695-288X.23.2.69
• Títulos paralelos:
  • Indicators of adaptive learning in virtual learning environments: Systematic Literature Review
• Enlaces
  • Texto completo
• Resumen
  • español

    As Tecnologias Digitais da Informação e Comunicação atuam como aliadas ao contextoeducacional, tornando-o mais dinâmico por meio dos Ambientes Virtuais de Aprendizagem. Osistema adaptativo baseia-se em soluções/ferramentas tecnológicas, que permitem customizar osprocessos de ensino de acordo com as singularidades do estudante. Diante disso, realizamos umaRevisão Sistemática da Literatura (RSL) para elucidar quais indicadores de desempenhoeducacionais são mais utilizados para guiar a aprendizagem adaptativa em ambientes virtuais deaprendizagem. Para tanto, adotamos os princípios do Preferred Reporting Items for SystematicReviews and Meta-Analyses (PRISMA) como protocolo de revisão sistemática, e como suporteoperacional utilizamos a ferramenta online Parsifal. A busca inicial nas bases de dados - IEEE, ACM eScopus - retornou 276 artigos. Após a filtragem baseada no protocolo, restaram 16 artigos quefazem parte do corpus de análise e discussão. Os resultados da RSL indicam que a maioria dosindicadores utilizados para direcionamento das atividades se baseia no acerto e no erro dasquestões. Isso mostra que ainda há muito a ser implantado no que tange a adaptabilidades deaprendizagem em ambientes virtuais, pois para uma avaliação da aprendizagem mais holística, énecessário considerar um conjunto integrado desses indicadores, e não apenas análisesindividualizadas

  • English

    Digital Information and Communication Technologies act as partners in the educationalcontext, making it more dynamic through Virtual Learning Environments (VLEs). The adaptivesystem is based on technological solutions/tools, which allow the customization of teachingprocesses according to the student's singularities. Therefore, we conducted a systematic literaturereview (SLR) to elucidate which educational performance indicators best guide adaptive learning invirtual learning environments. To this end, we adopted the principles of Preferred Reporting Itemsfor Systematic Reviews and Meta-Analyses (PRISMA) as a systematic review protocol, and asoperational support, we used the online tool Parsifal. The initial database search - IEEE, ACM, andScopus - returned 276 articles. After filtering based on the protocol, 16 articles remained part of theanalysis and discussion corpus. The RSL results indicate that most of the indicators used to guideactivities are based on the correctness and error of the questions. This shows that there is still muchto be implemented in learning adaptability in virtual environments; for a more holistic assessmentof learning, it is necessary to consider an integrated set of these indicators and not justindividualized analyses

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