Extração e recomendação de boas e más práticas pedagógicas a partir de processos de ensino e aprendizagem usando um sistema tutor inteligente gamificado

• Ano de defesa: 2017
• Autor(a) principal: Santana, Sivaldo Joaquim de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Informática; UFAL
• Palavras-chave em Português: Sistema tutor inteligente; Gamificação; Língua portuguesa; Matemática; Experimento controlado; Ensino Fundamental; Práticas pedagógicas; Ensino assistido por computador; Intelligent tutoring systems; Gamification; Portuguese language; Mathematics; Controlled experiment; Elementary school; Good and bad pedagogical practices; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/2038

Recently, some indicators have revealed that a significant part of students from basic education present insufficient domain on reading (Portuguese language) and on problem resolution (Mathematics). Such fact demonstrates that equitable education and of quality still is a challenge to Brazil. However, there is a large expectation from that the access to adaptive learning technologies and their adoption on schools be a potential tool to support teachers and to significantly impact the pedagogical results. This kind of technologies have present some drawbacks such as unsuitable usage, boredom, lack of interest or motivation, among others factors, claiming more empirical investigations. To minimize this kind of behavior, recent studies propose the usage of gamifying elements to increase the commitment and promote the apprenticeship into online educational environments. In this context, this work aims to extract good and bad pedagogical practices from teaching and learning processes using a Gamified Intelligent Tutor System (ITS) in the Elementary School. We performed a mixed empirical study with teachers and students from elementary school, on the domain of Portuguese language and Mathematics. The present study with controlled experimental design was held at the São Sebastião municipality, located on the state of Alagoas, with pre-test and post-test application, with 191 students and 12 teachers of 4 randomly selected public schools. At the experimental group, students and teachers utilized a gamified ITS (called MeuTutor) during nine months, whereas participants of the control group don’t utilize adaptive technology. After the end of the experiment, we performed a statistical analysis of the data through beta regression model and diagnosis analysis to check whether a certain model is a suitable representation of the data. Furthermore, we applied the Framework Analysis as a qualitative analysis approach. This framework is an analytical process, with some stages that involve a filtering systematic process, mapping, and material's classification in accordance with the research questions. The results stated: (i) improvement on the apprenticeship of students with the usage of the gamified ITS, on the domain of Portuguese language and Mathematics; (ii) male students obtained a performance on math of 18.13% higher than female students; (iii) usage of the MeuTutor's platform by male students presented a growth of 49.18% against 22.14% for female students on the domain of the Portuguese language; (iv) the elements of gamification "level" and "trophy" indicated a growth in the performance of students of 2.1% on Portuguese language and 3% on the domain of Mathematics. However, the gamification elements "points" and "ranking" don’t present significant evidences; (v) extraction of good and bad pedagogical practices with the usage of a gamified ITS, on the context of the basic education. Therefore, we conclude the usage of a gamified ITS aligned to the teaching-learning processes significantly contributes to the improvement of performance of students in specific knowledge domains.