O Impacto das Tecnologias Avançadas na Aprendizagem das Disciplinas de Exatas: Um Mapeamento Sistemático Sobre o Uso de Plataformas EAD
Resumo
Este estudo investiga o uso de ferramentas digitais inovadoras no ensino a distância (EAD) para disciplinas exatas, avaliando seu impacto no aprendizado e os desafios envolvidos. Através de uma análise da literatura, mapeiam-se tecnologias como ambientes virtuais interativos e sistemas adaptativos de aprendizagem. Os resultados mostram que essas ferramentas aumentam o engajamento e a compreensão dos alunos, mas há barreiras significativas, como limitações de infraestrutura e a necessidade de capacitação docente. O estudo propõe recomendações que visam melhorar a compreensão das tecnologias no ensino a distância, contribuindo para a eficácia e inclusão nas práticas educacionais.Referências
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Wong, S. F., Mahmud, M. M., and Wong, S. S. (2022). Students’ performance and engagement in discrete mathematics online learning during covid-19 pandemic. In Advances in Information, Communication and Cybersecurity: Proceedings of ICI2C’21, pages 354–365. Springer.
Xia, S. (2023). The impact of computer-assisted learning (cal) in distance learning on students’ mathematics performance. In 2023 IEEE 12th International Conference on Educational and Information Technology (ICEIT), pages 53–58. IEEE.
Chen, G., Jin, Y., and Chen, P. (2024). Development of a platform for state online education services: Design concept based on meta-universe. Education and Information Technologies, pages 1–25.
Hermita, N., Wijaya, T. T., Yusron, E., Abidin, Y., Alim, J. A., and Putra, Z. H. (2023). Extending unified theory of acceptance and use of technology to understand the acceptance of digital textbook for elementary school in indonesia. In Frontiers in Education, volume 8, page 958800. Frontiers Media SA.
Hung, H.-C. and Young, S. S.-C. (2021). Unbundling teaching and learning in a flipped thermal physics classroom in higher education powered by emerging innovative technology. Australasian Journal of Educational Technology, 37(4):89–99.
Kapici, H. O., Akcay, H., and Koca, E. E. (2022). Comparison of the quality of written scientific arguments in different laboratory environments. International Journal of Science and Mathematics Education, 20(1):69–88.
Rueda-Gómez, K. L., Rodríguez-Muñiz, L. J., and Muñiz-Rodríguez, L. (2024). Factors that mediate the success of the use of online platforms to support learning: the view of university teachers. Education and Information technologies, 29(2):2459–2482.
Wong, S. F., Mahmud, M. M., and Wong, S. S. (2022). Students’ performance and engagement in discrete mathematics online learning during covid-19 pandemic. In Advances in Information, Communication and Cybersecurity: Proceedings of ICI2C’21, pages 354–365. Springer.
Xia, S. (2023). The impact of computer-assisted learning (cal) in distance learning on students’ mathematics performance. In 2023 IEEE 12th International Conference on Educational and Information Technology (ICEIT), pages 53–58. IEEE.
Publicado
05/11/2024
Como Citar
DOURADO, Lucas Marques; SILVA NETO, Raul Augusto da; ALVES, João Marques; SANTOS, Daniel Da Conceição; SILVA, Gilton José Ferreira Da.
O Impacto das Tecnologias Avançadas na Aprendizagem das Disciplinas de Exatas: Um Mapeamento Sistemático Sobre o Uso de Plataformas EAD. In: ESCOLA REGIONAL DE COMPUTAÇÃO BAHIA, ALAGOAS E SERGIPE (ERBASE), 24. , 2024, Salvador/BA.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 335-344.
DOI: https://doi.org/10.5753/erbase.2024.4499.
