Em direção à Gamificação de Sistemas Tutores Inteligentes Aplicando a Teoria de Fluxo Ótimo no Design Instrucional de Cenários Colaborativos de Aprendizagem
Resumo
Em aprendizagem colaborativa com suporte computacional, uma das mais importantes tarefas para o docente e o projetista instrucional é definir cenários que estimulem a aprendizagem. Desse modo, propomos um framework para aumentar a motivação em Sistemas Tutores Inteligentes utilizando o Modelo de Crescimento do Aprendiz e a Teoria de Fluxo Ótimo junto aos elementos de Gamificação para gerar ambientes atrativos e personalizados. Assim, neste trabalho propomos um framework para colaborar no processo de distribuição de recompensas e para fornecer subsídios ao design instrucional dinâmico por meio da personalização dos objetivos de aprendizagem.
Referências
Anderson, J. R. (1981). Cognitive Skills and Their Acquisition. Psychology Press.
Andrade, F. R. H., Pedro, L. Z., Lopes, A. M. Z., Bittencourt, I. I., & Isotani, S. (2013). Desafio do Uso de Gamificação em Sistemas Tutores Inteligentes Baseados em Web Semântica. In XXXIII Congresso da Sociedade Brasieleira de Computação (Vol. 1, pp. 1453 – 1462). Maceió.
Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-task behavior in the cognitive tutor classroom. In Proceedings of the 2004 conference on Human factors in computing systems - CHI ’04 (pp. 383–390). New York, USA: ACM Press.
Baker, R. S. J. d., D’Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive– affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223–241.
Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., & Koedinger, K. (2008). Why Students Engage in “Gaming the System” Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19(2), 185–224.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1992). Optimal Experience: Psychological Studies of Flow in Consciousness. Cambridge University Press.
de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392.
Gagne, R. M., Wager, W. W., Golas, K., & Keller, J. M. (2004). Principles of Instructional Design (5 edition.). Belmont, CA: Cengage Learning.
Ghani, J. A., & Deshpande, S. P. (1994). Task Characteristics and the Experience of Optimal Flow in Human—Computer Interaction. The Journal of Psychology, 128(4), 381–391.
Isotani, S., Mizoguchi, R., Capeli, O. M., Isotani, N., De Albuquerque, A. R. P. L., Bittencourt, I. I., & Jaques, P. (2013). A Semantic Web-based authoring tool to facilitate the planning of collaborative learning scenarios compliant with learning theories. Computers and Education, 63, 267–284.
Isotani, S. S., Mizoguchi, R., Capeli, O. M., Isotani, N., & de Albuquerque, A. R. P. L. (2010). An Authoring Tool to Support the Design and Use of Theory-Based Collaborative Learning Activities. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems (2) (Vol. 6095, pp. 92–102). Springer.
Isotani, S., Inaba, A., Ikeda, M., & Mizoguchi, R. (2009). An ontology engineering approach to the realization of theory-driven group formation. International Journal of Computer- Supported Collaborative Learning, 4(4), 445–478.
Isotani, S., & Mizoguchi, R. (2006). An integrated framework for fine-grained analysis and design of group learning activities. FRONTIERS IN ARTIFICIAL INTELLIGENCE AND APPLICATIONS, 151, 193.
Jaques, P. A., Nunes, M. A. S. N., Isotani, S., & Bittencourt, I. (2012). Computação Afetiva aplicada à Educação: Dotando Sistemas Tutores Inteligentes de Habilidades Sociais. In Anais do Workshop de Desafios da Computação Aplicada à Educação (pp. 50–59). Retrieved from http://www.lbd.dcc.ufmg.br/colecoes/desafie!/2012/004.pdf
Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2-3), 211–224.
Landers, R. N., & Callan, R. C. (2011). Casual Social Games as Serious Games: The Psychology of Gamification in Undergraduate Education and Employee Training. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious Games and Edutainment Applications (pp. 399–423). London: Springer London. doi:10.1007/978-1-4471-2161-9
Lee, P.-M., Jheng, S.-Y., & Hsiao, T.-C. (2014). Towards Automatically Detecting Whether Student Is in Flow. In S. Trausan-Matu, K. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Intelligent Tutoring Systems (pp. 11–18). Springer
Nejdl, W., Wolf, B., Qu, C., Decker, S., Sintek, M., Naeve, A., … Risch, T. (2002). EDUTELLA: A P2P networking infrastructure based on RDF. In Proceedings of the 11th International Conference on World Wide Web, WWW ’02 (pp. 604–615).
Rumelhart, D. E., & Norman, D. . (1978). Accretion, Tuning, and Restructuring: Modes of Learning. Semantic factors in cognition (pp. 37–53). LEA.
Vanlehn, K. (2006). The Behavior of Tutoring Systems. International Journal of Artificial Intelligence in Education, 16(3), 227–265.
Vanlehn, K., Burleson, W., Echeagaray, M.-E. C., Christopherson, R., SANCHEZ, J. G., HASTINGS, J., … ZHANG, L. (2011). The Affective Meta-Tutoring Project: How to motivate students to use effective meta-cognitive strategies. In 19th International Conference on Computers in Education, Chiang Mai, Thailand (pp. 1–3).
Andrade, F. R. H., Pedro, L. Z., Lopes, A. M. Z., Bittencourt, I. I., & Isotani, S. (2013). Desafio do Uso de Gamificação em Sistemas Tutores Inteligentes Baseados em Web Semântica. In XXXIII Congresso da Sociedade Brasieleira de Computação (Vol. 1, pp. 1453 – 1462). Maceió.
Baker, R. S., Corbett, A. T., Koedinger, K. R., & Wagner, A. Z. (2004). Off-task behavior in the cognitive tutor classroom. In Proceedings of the 2004 conference on Human factors in computing systems - CHI ’04 (pp. 383–390). New York, USA: ACM Press.
Baker, R. S. J. d., D’Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive– affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223–241.
Baker, R., Walonoski, J., Heffernan, N., Roll, I., Corbett, A., & Koedinger, K. (2008). Why Students Engage in “Gaming the System” Behavior in Interactive Learning Environments. Journal of Interactive Learning Research, 19(2), 185–224.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1992). Optimal Experience: Psychological Studies of Flow in Consciousness. Cambridge University Press.
de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An empirical study comparing gamification and social networking on e-learning. Computers & Education, 75, 82–91.
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392.
Gagne, R. M., Wager, W. W., Golas, K., & Keller, J. M. (2004). Principles of Instructional Design (5 edition.). Belmont, CA: Cengage Learning.
Ghani, J. A., & Deshpande, S. P. (1994). Task Characteristics and the Experience of Optimal Flow in Human—Computer Interaction. The Journal of Psychology, 128(4), 381–391.
Isotani, S., Mizoguchi, R., Capeli, O. M., Isotani, N., De Albuquerque, A. R. P. L., Bittencourt, I. I., & Jaques, P. (2013). A Semantic Web-based authoring tool to facilitate the planning of collaborative learning scenarios compliant with learning theories. Computers and Education, 63, 267–284.
Isotani, S. S., Mizoguchi, R., Capeli, O. M., Isotani, N., & de Albuquerque, A. R. P. L. (2010). An Authoring Tool to Support the Design and Use of Theory-Based Collaborative Learning Activities. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems (2) (Vol. 6095, pp. 92–102). Springer.
Isotani, S., Inaba, A., Ikeda, M., & Mizoguchi, R. (2009). An ontology engineering approach to the realization of theory-driven group formation. International Journal of Computer- Supported Collaborative Learning, 4(4), 445–478.
Isotani, S., & Mizoguchi, R. (2006). An integrated framework for fine-grained analysis and design of group learning activities. FRONTIERS IN ARTIFICIAL INTELLIGENCE AND APPLICATIONS, 151, 193.
Jaques, P. A., Nunes, M. A. S. N., Isotani, S., & Bittencourt, I. (2012). Computação Afetiva aplicada à Educação: Dotando Sistemas Tutores Inteligentes de Habilidades Sociais. In Anais do Workshop de Desafios da Computação Aplicada à Educação (pp. 50–59). Retrieved from http://www.lbd.dcc.ufmg.br/colecoes/desafie!/2012/004.pdf
Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., Häkkinen, P., & Fischer, F. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2-3), 211–224.
Landers, R. N., & Callan, R. C. (2011). Casual Social Games as Serious Games: The Psychology of Gamification in Undergraduate Education and Employee Training. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious Games and Edutainment Applications (pp. 399–423). London: Springer London. doi:10.1007/978-1-4471-2161-9
Lee, P.-M., Jheng, S.-Y., & Hsiao, T.-C. (2014). Towards Automatically Detecting Whether Student Is in Flow. In S. Trausan-Matu, K. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Intelligent Tutoring Systems (pp. 11–18). Springer
Nejdl, W., Wolf, B., Qu, C., Decker, S., Sintek, M., Naeve, A., … Risch, T. (2002). EDUTELLA: A P2P networking infrastructure based on RDF. In Proceedings of the 11th International Conference on World Wide Web, WWW ’02 (pp. 604–615).
Rumelhart, D. E., & Norman, D. . (1978). Accretion, Tuning, and Restructuring: Modes of Learning. Semantic factors in cognition (pp. 37–53). LEA.
Vanlehn, K. (2006). The Behavior of Tutoring Systems. International Journal of Artificial Intelligence in Education, 16(3), 227–265.
Vanlehn, K., Burleson, W., Echeagaray, M.-E. C., Christopherson, R., SANCHEZ, J. G., HASTINGS, J., … ZHANG, L. (2011). The Affective Meta-Tutoring Project: How to motivate students to use effective meta-cognitive strategies. In 19th International Conference on Computers in Education, Chiang Mai, Thailand (pp. 1–3).
Publicado
28/07/2014
Como Citar
ANDRADE, Fernando; CHALCO, Geiser; ISOTANI, Seiji.
Em direção à Gamificação de Sistemas Tutores Inteligentes Aplicando a Teoria de Fluxo Ótimo no Design Instrucional de Cenários Colaborativos de Aprendizagem. In: WORKSHOP DE DESAFIOS DA COMPUTAÇÃO APLICADA À EDUCAÇÃO (DESAFIE!), 3. , 2014, Brasília.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2014
.
p. 97-106.
