Uma metodologia baseada em estilos de aprendizagem para recomendação e adaptação de recursos educacionais

• Ano de defesa: 2023
• Autor(a) principal: TEIXEIRA, Alana de Araujo Oliveira Meireles
• Orientador(a): SOARES NETO, Carlos de Salles
• Banca de defesa: SOARES NETO, Carlos de Salles , HADDAD, Ana Estela , BARBOSA, Ellen Francine , SANTOS, Alberto Saibel , SANTOS, Davi Viana dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO DOUTORADO EM CIÊNCIA DA COMPUTAÇÃO
• Departamento: DEPARTAMENTO DE INFORMÁTICA/CCET
• País: Brasil
• Palavras-chave em Português: estilos de aprendizagem; recomendação de conteúdo; adaptação de interface; educação a distância; educação adaptativa;
• Palavras-chave em Inglês: learning styles; content recommendation; interface adaptation; distance education; adaptive education.
• Área do conhecimento CNPq: Ciência da Computação
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5149

The evolution of education in the digital context has brought with it unprecedented challenges and opportunities. At the heart of these challenges is the need to recognize and address the individualities of learners in environments that are often vast and heterogeneous. This work focuses on understanding and exploring the relevance of learning styles in learning management systems (LMSs). Using a threefold approach, this study addresses: (i) The recommendation of personalized content based on learning styles, aiming to optimize the educational experience for both educators and students. (ii) The adaptation of the LMS interface, proposing changes that customize the learning experience based on the individual learning styles of the student. (iii) The empirical investigation of the influence of learning styles on academic performance. A case study in a self-instructional Dentistry course revealed that student performance was significantly correlated with the compatibility between their learning styles and the course design. These findings reinforce the idea that, to maximize the autonomy and efficacy of online learning, it is essential to consider the individual learning styles of students. By doing so, we can move towards an educational paradigm that not only recognizes the diversity of learners but also adapts to it.