Revisão das Estratégias de Aprendizagem Autorregulada em Sistemas de Recomendação para Ambientes Virtuais de Aprendizagem
Resumo
A educação online, com o suporte de Ambientes Virtuais de Aprendizagem (AVAs), apresenta desafios, tais como a necessidade dos alunos gerenciarem sua própria aprendizagem de forma eficaz. O uso de estratégias de Autorregulação da Aprendizagem (ARA) para gerenciar essa aprendizagem, pode auxiliá-los a melhorar seu desempenho acadêmico. Esse apoio já acontece em alguns AVAs que utilizam Sistemas de Recomendação (SRs). Com o intuito de identificar oportunidades de pesquisa e analisar as estratégias de ARA emSRs, foi realizado uma revisão sistemática secundária dos últimos cinco anos. A principal contribuição é uma análise atualizada das práticas de ARA, que pode orientar educadores e pesquisadores. Concluímos que a aplicação de ARA emAVAs com SRs teve impacto positivo no desempenho acadêmico. Além disso,na maioria dos estudos analisados, a integração de SRs com recomendações textuais personalizadas aumentou a motivação dos estudantes.
Palavras-chave:
Estratégias de Aprendizagem Autorregulada, Ambientes Virtuais de Aprendizagem, Recomendação
Referências
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Aguiar, J., Santos, S., Fechine, J., and Costa, E. (2015). Avaliação de Sistemas de Recomendação Educacionais no Brasil: uma revisão sistemática da literatura. In Anais do Simpósio Brasileiro de Informática na Educação 2015 (SBIE), volume 26, page 1255.
Al-Obaydi, L. H. (2020). Using virtual learning environment as a medium of instruction in EFL context: College teachers’ attitudes. Intensive Journal, 3(2):18–30.
Babar, M. A. and Zhang, H. (2009). Systematic literature reviews in software engineering: Preliminary results from interviews with researchers. In 2009 3rd International Symposium on Empirical Software Engineering and Measurement, pages 346–355. IEEE.
Baptista, A. (2023). Modelo Pedagógico LearnT para o desenvolvimento da Autorregulação da Aprendizagem e do Pensamento Computacional em Cursos de Licenciatura. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE), pages 1886–1895, Porto Alegre, RS, Brasil. SBC.
Ben-Eliyahu, A. and Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and learning, 10:15–42.
Boruchovitch, E. (2014). Autorregulação da aprendizagem: contribuições da psicologia educacional para a formação de professores. Psicologia Escolar e Educacional, 18:401–409.
Brito, P. H., Bittencourt, I. I., Machado, A. P., Costa, E., Holanda, O., Ferreira, R., and Ribeiro, T. (2014). A systematic approach for designing educational recommender systems. In Software Design and Development: Concepts, Methodologies, Tools, and Applications, pages 1264–1288. IGI Global.
Cerezo, R., Bogarín, A., Esteban, M., and Romero, C. (2020). Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education, 32(1):74–88.
Dwivedi, S. and Roshni, V. K. (2017). Recommender system for big data in education. In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELEL-TECH), pages 1–4. IEEE.
Hidayah, I., Adji, T., and Setiawan, N. (2018). A framework for improving recommendation in adaptive metacognitive scaffolding. In 2018 4th International Conference on Science and Technology (ICST), pages 1–5. IEEE.
Kitchenham, B., Charters, S., et al. (2007). Guidelines for performing systematic literature reviews in software engineering.
Kuo, Y.-C., Walker, A. E., Schroder, K. E., and Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20:35–50.
Leite, W. L., Kuang, H., Jing, Z., Xing, W., Cavanaugh, C., and Huggins-Manley, A. C. (2022). The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration. Computers & Education, 191:104615.
Lima, J. C. M. P. d. and Silva, B. D. d. (2010). TIC e processos de auto-regulação da aprendizagem. Universidade do Minho. Centro de Investigação em Educação (CIEd).
McLellan, C. K. and Jackson, D. L. (2017). Personality, self-regulated learning, and academic entitlement. Social Psychology of Education, 20:159–178.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Group, P., et al. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5):336–341.
Obeid, C., Lahoud, I., El Khoury, H., and Champin, P.-A. (2018). Ontology-based recommender system in higher education. In Companion proceedings of the the web conference 2018, pages 1031–1034.
Odilinye, L. and Popowich, F. (2020). Personalized Recommender System Using Learners’ Metacognitive Reading Activities. In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference, pages 195–205. Springer.
Pierrot, L., Michel, C., Broisin, J., Guin, N., Lefevre, M., and Venant, R. (2021). Promoting Self-Regulated Learning Strategies for First-Year Students through the COMPER Service. International Association for Development of the Information Society.
Pintrich, P. R. et al. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). ERIC.
Rasheed, R. A., Kamsin, A., and Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144:103701.
Silva, V., Ferreira, H., Torres, A., and Rodrigues, F. (2021). Math Suggestion: Uma Ferramenta de Recomendação de Objetos de Aprendizagem Fundamentada nos Princípios das Avaliações de Autoeficácia e Análise de Desempenho. In Anais do XXXII Simpósio Brasileiro de Informática na Educação (SBIE), pages 237–248, Porto Alegre, RS, Brasil. SBC.
Soares, L. T. (2018). Aprendizagem autorregulada: uma revisão bibliográfica. Anais do SIMPOM, 5.
Takami, K., Dai, Y., Flanagan, B., and Ogata, H. (2022). Educational explainable recommender usage and its effectiveness in high school summer vacation assignment. In LAK22: 12th International Learning Analytics and Knowledge Conference, pages 458–464.
Wang, X., Chen, J., and Zhang, T. (2021). Facilitating English grammar learning by a personalized mobile-assisted system with a self-regulated learning mechanism. Frontiers in Psychology, 12:624430.
Wang, X., Li, H., Zimmermann, A., Pinkwart, N., Werde, S., Van Rijn, L., De Witt, C., and Baudach, B. (2022). IFSE-Personalized Quiz Generator and Intelligent Knowledge Recommendation. In 2022 IEEE 16th International Conference on Semantic Computing (ICSC), pages 201–208. IEEE.
Aguiar, J., Santos, S., Fechine, J., and Costa, E. (2015). Avaliação de Sistemas de Recomendação Educacionais no Brasil: uma revisão sistemática da literatura. In Anais do Simpósio Brasileiro de Informática na Educação 2015 (SBIE), volume 26, page 1255.
Al-Obaydi, L. H. (2020). Using virtual learning environment as a medium of instruction in EFL context: College teachers’ attitudes. Intensive Journal, 3(2):18–30.
Babar, M. A. and Zhang, H. (2009). Systematic literature reviews in software engineering: Preliminary results from interviews with researchers. In 2009 3rd International Symposium on Empirical Software Engineering and Measurement, pages 346–355. IEEE.
Baptista, A. (2023). Modelo Pedagógico LearnT para o desenvolvimento da Autorregulação da Aprendizagem e do Pensamento Computacional em Cursos de Licenciatura. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (SBIE), pages 1886–1895, Porto Alegre, RS, Brasil. SBC.
Ben-Eliyahu, A. and Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and learning, 10:15–42.
Boruchovitch, E. (2014). Autorregulação da aprendizagem: contribuições da psicologia educacional para a formação de professores. Psicologia Escolar e Educacional, 18:401–409.
Brito, P. H., Bittencourt, I. I., Machado, A. P., Costa, E., Holanda, O., Ferreira, R., and Ribeiro, T. (2014). A systematic approach for designing educational recommender systems. In Software Design and Development: Concepts, Methodologies, Tools, and Applications, pages 1264–1288. IGI Global.
Cerezo, R., Bogarín, A., Esteban, M., and Romero, C. (2020). Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education, 32(1):74–88.
Dwivedi, S. and Roshni, V. K. (2017). Recommender system for big data in education. In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELEL-TECH), pages 1–4. IEEE.
Hidayah, I., Adji, T., and Setiawan, N. (2018). A framework for improving recommendation in adaptive metacognitive scaffolding. In 2018 4th International Conference on Science and Technology (ICST), pages 1–5. IEEE.
Kitchenham, B., Charters, S., et al. (2007). Guidelines for performing systematic literature reviews in software engineering.
Kuo, Y.-C., Walker, A. E., Schroder, K. E., and Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20:35–50.
Leite, W. L., Kuang, H., Jing, Z., Xing, W., Cavanaugh, C., and Huggins-Manley, A. C. (2022). The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration. Computers & Education, 191:104615.
Lima, J. C. M. P. d. and Silva, B. D. d. (2010). TIC e processos de auto-regulação da aprendizagem. Universidade do Minho. Centro de Investigação em Educação (CIEd).
McLellan, C. K. and Jackson, D. L. (2017). Personality, self-regulated learning, and academic entitlement. Social Psychology of Education, 20:159–178.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Group, P., et al. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5):336–341.
Obeid, C., Lahoud, I., El Khoury, H., and Champin, P.-A. (2018). Ontology-based recommender system in higher education. In Companion proceedings of the the web conference 2018, pages 1031–1034.
Odilinye, L. and Popowich, F. (2020). Personalized Recommender System Using Learners’ Metacognitive Reading Activities. In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference, pages 195–205. Springer.
Pierrot, L., Michel, C., Broisin, J., Guin, N., Lefevre, M., and Venant, R. (2021). Promoting Self-Regulated Learning Strategies for First-Year Students through the COMPER Service. International Association for Development of the Information Society.
Pintrich, P. R. et al. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). ERIC.
Rasheed, R. A., Kamsin, A., and Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144:103701.
Silva, V., Ferreira, H., Torres, A., and Rodrigues, F. (2021). Math Suggestion: Uma Ferramenta de Recomendação de Objetos de Aprendizagem Fundamentada nos Princípios das Avaliações de Autoeficácia e Análise de Desempenho. In Anais do XXXII Simpósio Brasileiro de Informática na Educação (SBIE), pages 237–248, Porto Alegre, RS, Brasil. SBC.
Soares, L. T. (2018). Aprendizagem autorregulada: uma revisão bibliográfica. Anais do SIMPOM, 5.
Takami, K., Dai, Y., Flanagan, B., and Ogata, H. (2022). Educational explainable recommender usage and its effectiveness in high school summer vacation assignment. In LAK22: 12th International Learning Analytics and Knowledge Conference, pages 458–464.
Wang, X., Chen, J., and Zhang, T. (2021). Facilitating English grammar learning by a personalized mobile-assisted system with a self-regulated learning mechanism. Frontiers in Psychology, 12:624430.
Wang, X., Li, H., Zimmermann, A., Pinkwart, N., Werde, S., Van Rijn, L., De Witt, C., and Baudach, B. (2022). IFSE-Personalized Quiz Generator and Intelligent Knowledge Recommendation. In 2022 IEEE 16th International Conference on Semantic Computing (ICSC), pages 201–208. IEEE.
Publicado
04/11/2024
Como Citar
NEO, Alana Viana Borges S.; MOURA, José Antão Beltrão; ARAÚJO, Joseana Macêdo Fechine Régis de; NEO, Giseldo S.; FREITAS JÚNIOR, Olival de Gusmão.
Revisão das Estratégias de Aprendizagem Autorregulada em Sistemas de Recomendação para Ambientes Virtuais de Aprendizagem. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1291-1305.
DOI: https://doi.org/10.5753/sbie.2024.242470.
