Arandu: A Multiagent Intelligent Tutoring System Architecture with Generative AI for Gamified Teaching of Heuristic Evaluation in HCI
Resumo
O ensino de Avaliação Heurística (AH) em IHC enfrenta desafios por ser uma habilidade prática que exige múltiplas exposições a interfaces com falhas de usabilidade, necessidade não suprida pelas soluções existentes. Este trabalho propõe o Arandu, um STI gamificado com arquitetura multiagente para o ensino das Heurísticas de Nielsen. O diferencial é o uso de Large Language Models (LLMs) para geração dinâmica de interfaces simuladas com falhas deliberadamente inseridas, garantindo variabilidade contínua de exercícios. O sistema incorpora ainda feedback pedagógico por LLM e revisão espaçada adaptativa. A proposta é demonstrada por um protótipo de alta fidelidade e avaliada por análise teórica das decisões de arquitetura.Referências
Aljedaani, W., Eler, M. M., Parthasarathy, P. D., Witherspoon, W., and Pamer, A. (2026). HeuristicBuilder: An interactive multimodal approach to teaching usability heuristics. In Proceedings of the 57th ACM Technical Symposium on Computer Science Education (SIGCSE TS 2026), pages 17–23, New York, NY. ACM.
Dermeval, D., Albuquerque, J., Bittencourt, I. I., Isotani, S., Silva, A. P., and Vassileva, J. (2019). GaTO: An ontological model to apply gamification in intelligent tutoring systems. Frontiers in Artificial Intelligence, 2:13.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pages 9–15, New York, NY. ACM.
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28(1):75–105.
Kang, J., Roestel, N. M. E., and Girouard, A. (2022). Experiential learning to teach user experience in higher education in past 20 years: A scoping review. Frontiers in Computer Science, 4:812907.
LearnLM Team and Eedi (2025). AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms.
Lima, A. L. A. L. and Nascimento, F. A. (2026). Tecnologias de memória na educação: desenvolvimento de uma aplicação alinhada à curva do esquecimento de Ebbinghaus. Revista JRG de Estudos Acadêmicos, 9(20).
Mousavinasab, E. S., Zarifsanaiey, N., Niakan Kalhori, S. R., Rakhshan, M., Keikha, L., Ghazisaeedi, M., and Saeedi, G. (2018). Intelligent tutoring systems: A systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1):142–163.
Nielsen, J. (1994). Usability Inspection Methods. John Wiley & Sons, New York.
Peffers, K., Tuunanen, T., Rothenberger, M. A., and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24(3):45–77.
Rosson, M. B., Carroll, J. M., and Rodi, C. M. (2004). Case studies for teaching usability engineering. In Proceedings of the 35th ACM Technical Symposium on Computer Science Education (SIGCSE 2004), pages 36–40, New York, NY. ACM.
Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1):68–78.
Schmucker, R., Xia, M., Azaria, A., and Mitchell, T. (2024). Ruffle&Riley: Insights from designing and evaluating a large language model-based conversational tutoring system. In Proceedings of the 25th International Conference on Artificial Intelligence in Education (AIED 2024), volume 14829 of Lecture Notes in Computer Science, pages 75–90, Cham. Springer.
Seaborn, K. and Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74:14–31.
Sobrino-Duque, R., Martínez-Rojo, N., Carrillo-de Gea, J. M., López-Jiménez, J. J., Nicolás, J., and Fernández-Alemán, J. L. (2022). Evaluating a gamification proposal for learning usability heuristics: Heureka. International Journal of Human-Computer Studies, 161:102774.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(3):197–221.
Xu, Z., Wijekumar, K. K., Ramirez, G., Hu, X., and Irey, R. (2019). The effectiveness of intelligent tutoring systems on K-12 students’ reading comprehension: A metaanalysis. British Journal of Educational Technology, 50(6):3119–3137.
Zhang, L., Lin, J., Kuang, Z., Xu, S., and Hu, X. (2024). SPL: A socratic playground for learning powered by large language model.
Dermeval, D., Albuquerque, J., Bittencourt, I. I., Isotani, S., Silva, A. P., and Vassileva, J. (2019). GaTO: An ontological model to apply gamification in intelligent tutoring systems. Frontiers in Artificial Intelligence, 2:13.
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pages 9–15, New York, NY. ACM.
Hevner, A. R., March, S. T., Park, J., and Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28(1):75–105.
Kang, J., Roestel, N. M. E., and Girouard, A. (2022). Experiential learning to teach user experience in higher education in past 20 years: A scoping review. Frontiers in Computer Science, 4:812907.
LearnLM Team and Eedi (2025). AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms.
Lima, A. L. A. L. and Nascimento, F. A. (2026). Tecnologias de memória na educação: desenvolvimento de uma aplicação alinhada à curva do esquecimento de Ebbinghaus. Revista JRG de Estudos Acadêmicos, 9(20).
Mousavinasab, E. S., Zarifsanaiey, N., Niakan Kalhori, S. R., Rakhshan, M., Keikha, L., Ghazisaeedi, M., and Saeedi, G. (2018). Intelligent tutoring systems: A systematic review of characteristics, applications, and evaluation methods. Interactive Learning Environments, 29(1):142–163.
Nielsen, J. (1994). Usability Inspection Methods. John Wiley & Sons, New York.
Peffers, K., Tuunanen, T., Rothenberger, M. A., and Chatterjee, S. (2007). A design science research methodology for information systems research. Journal of Management Information Systems, 24(3):45–77.
Rosson, M. B., Carroll, J. M., and Rodi, C. M. (2004). Case studies for teaching usability engineering. In Proceedings of the 35th ACM Technical Symposium on Computer Science Education (SIGCSE 2004), pages 36–40, New York, NY. ACM.
Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1):68–78.
Schmucker, R., Xia, M., Azaria, A., and Mitchell, T. (2024). Ruffle&Riley: Insights from designing and evaluating a large language model-based conversational tutoring system. In Proceedings of the 25th International Conference on Artificial Intelligence in Education (AIED 2024), volume 14829 of Lecture Notes in Computer Science, pages 75–90, Cham. Springer.
Seaborn, K. and Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74:14–31.
Sobrino-Duque, R., Martínez-Rojo, N., Carrillo-de Gea, J. M., López-Jiménez, J. J., Nicolás, J., and Fernández-Alemán, J. L. (2022). Evaluating a gamification proposal for learning usability heuristics: Heureka. International Journal of Human-Computer Studies, 161:102774.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(3):197–221.
Xu, Z., Wijekumar, K. K., Ramirez, G., Hu, X., and Irey, R. (2019). The effectiveness of intelligent tutoring systems on K-12 students’ reading comprehension: A metaanalysis. British Journal of Educational Technology, 50(6):3119–3137.
Zhang, L., Lin, J., Kuang, Z., Xu, S., and Hu, X. (2024). SPL: A socratic playground for learning powered by large language model.
Publicado
19/10/2026
Como Citar
P. FILHO, Julio Cesar R.; MARTINS, Lia Alessandra da S..
Arandu: A Multiagent Intelligent Tutoring System Architecture with Generative AI for Gamified Teaching of Heuristic Evaluation in HCI. In: ENCONTRO NACIONAL DE INTELIGÊNCIA ARTIFICIAL E COMPUTACIONAL (ENIAC), 23. , 2026, Cuiabá/MT.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2811-2822.
ISSN 2763-9061.
DOI: https://doi.org/10.5753/eniac.2026.30638.
