CodeX: ambiente virtual de aprendizagem em programação, integrado à LLM, para auxiliar estudantes com TEA
Resumo
Considerando os desafios de estudantes com TEA nas universidades, sobretudo em computação, que apresenta altos índices de evasão e reprovação, este trabalho propõe um Ambiente Virtual de Aprendizagem (AVA) intitulado CodeX. O objetivo é auxiliar estudantes com TEA em conteúdos de programação, por meio de uma ferramenta integrado à um Large Language Model (LLM), que disponibiliza um agente de conversão para auxiliar e fornecer feedback personalizável. Atualmente o ambiente encontra-se parcialmente implementado e em etapa de testes, cujos resultados ao aplicá-lo com estudantes com TEA foram positivos, principalmente em relação ao tutor inteligente, com sugestões para incorporar novos recursos.
Palavras-chave:
TEA (Transtorno do Espectro Autista), Ambiente Virtual de Aprendizagem (AVA), Programação, Large Language Model (LLM), Tutor inteligente, Feedback personalizado, Acessibilidade, Personalização
Referências
Afrouz, R., & Crisp, B. R. (2021). Online education in social work: Effectiveness, benefits, and challenges – A scoping review. Australian Social Work, 74(1), 55–67.
Anand, Y., Nussbaum, Z., Duderstadt, B., Schmidt, B., & Mulyar, A. (2023). GPT4All: Training an assistant-style chatbot with large scale data distillation from GPT-3.5-turbo. Retrieved from [link].
Annansingh, F. (2019). Mind the gap: Cognitive active learning in virtual learning environment perception of instructors and students. Education and Information Technologies, 24(6), 3669–3688.
Bennedsen, J., & Caspersen, M. E. (2019). Failure rates in introductory programming: 12 years later. ACM Inroads, 10(2), 30–36.
Bosse, Y. (2020). Padrões de dificuldades relacionadas com o aprendizado de programação (PhD thesis). Universidade de São Paulo.
Bosse, Y., & Gerosa, M. A. (2015). Reprovações e trancamentos nas disciplinas de introdução à programação da Universidade de São Paulo: Um estudo preliminar. In Anais do XXIII Workshop sobre Educação em Computação (pp. 426–435). SBC.
Brown, S. (2013). Software architecture for developers. Coding the Architecture.
Cecil, J., Sweet-Darter, M., & Cecil-Xavier, A. (2017). Exploring the use of virtual learning environments to support science learning in autistic students. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1–8). IEEE.
Python Software Foundation. (2024). Python programming language. Retrieved from [link]. Accessed: 2024-06-20.
Ge, Y., Hua, W., Mei, K., Tan, J., Xu, S., Li, Z., Zhang, Y., et al. (2024). OpenAGI: When LLM meets domain experts. Advances in Neural Information Processing Systems, 36.
Klin, A. (2006). Autismo e síndrome de Asperger: Uma visão geral. Brazilian Journal of Psychiatry, 28, s3–s11.
Li, C., Ip, H. H. S., & Ma, P. K. (2019). A design framework of virtual reality enabled experiential learning for children with autism spectrum disorder. In Blended Learning: Educational Innovation for Personalized Learning: 12th International Conference, ICBL 2019, Hradec Kralove, Czech Republic, July 2–4, 2019, Proceedings 12 (pp. 93–102). Springer.
Ma, X., Fang, G., & Wang, X. (2023). LLM-Pruner: On the structural pruning of large language models. Advances in Neural Information Processing Systems, 36, 21702–21720.
MinIO, Inc. (2024). MinIO. MinIO, Inc. Version accessed: 2024-06-27.
MongoDB, Inc. (2024). MongoDB (Version 4.4). MongoDB, Inc.
Muñoz, R., Villarroel, R., Barcelos, T. S., Riquelme, F., Quezada, A., & Bustos-Valenzuela, P. (2018). Developing computational thinking skills in adolescents with autism spectrum disorder through digital game programming. IEEE Access, 6, 63880–63889.
Nuguri, S. S., Calyam, P., Oruche, R., Gulhane, A., Valluripally, S., Stichter, J., & He, Z. (2021). vSocial: A cloud-based system for social virtual reality learning environment applications in special education. Multimedia Tools and Applications, 80, 16827–16856.
Pinder-Amaker, S. (2014). Identifying the unmet needs of college students on the autism spectrum. Harvard Review of Psychiatry, 22(2), 125–137.
Pires, F. G. d. S. (2021). Thinkted Lab: Um caso de aprendizagem criativa em computação no nível superior.
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during the COVID-19 pandemic. Jurnal Penelitian Pendidikan, 20(3), 392–406.
Stuurman, S., Passier, H. J., Geven, F., & Barendsen, E. (2019). Autism: Implications for inclusive education with respect to software engineering. In Proceedings of the 8th Computer Science Education Research Conference (pp. 15–25).
Thapar, A., & Rutter, M. (2021). Genetic advances in autism. Journal of Autism and Developmental Disorders, 51, 4321–4332.
The PostgreSQL Global Development Group. (2024). PostgreSQL (Version 16.3). PostgreSQL Global Development Group.
Touvron, H., Lavril, T., Izacard, G., Martinet, X., Lachaux, M.-A., Lacroix, T., Rozière, B., Goyal, N., Hambro, E., Azhar, F., et al. (2023). Llama: Open and efficient foundation language models. arXiv preprint arXiv:2302.13971.
White, S. W., Elias, R., Salinas, C. E., Capriola, N., Conner, C. M., Asselin, S. B., Miyazaki, Y., Mazefsky, C. A., Howlin, P., and Getzel, E. E. (2016). Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis. Research in developmental disabilities, 56:29–40.
Anand, Y., Nussbaum, Z., Duderstadt, B., Schmidt, B., & Mulyar, A. (2023). GPT4All: Training an assistant-style chatbot with large scale data distillation from GPT-3.5-turbo. Retrieved from [link].
Annansingh, F. (2019). Mind the gap: Cognitive active learning in virtual learning environment perception of instructors and students. Education and Information Technologies, 24(6), 3669–3688.
Bennedsen, J., & Caspersen, M. E. (2019). Failure rates in introductory programming: 12 years later. ACM Inroads, 10(2), 30–36.
Bosse, Y. (2020). Padrões de dificuldades relacionadas com o aprendizado de programação (PhD thesis). Universidade de São Paulo.
Bosse, Y., & Gerosa, M. A. (2015). Reprovações e trancamentos nas disciplinas de introdução à programação da Universidade de São Paulo: Um estudo preliminar. In Anais do XXIII Workshop sobre Educação em Computação (pp. 426–435). SBC.
Brown, S. (2013). Software architecture for developers. Coding the Architecture.
Cecil, J., Sweet-Darter, M., & Cecil-Xavier, A. (2017). Exploring the use of virtual learning environments to support science learning in autistic students. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1–8). IEEE.
Python Software Foundation. (2024). Python programming language. Retrieved from [link]. Accessed: 2024-06-20.
Ge, Y., Hua, W., Mei, K., Tan, J., Xu, S., Li, Z., Zhang, Y., et al. (2024). OpenAGI: When LLM meets domain experts. Advances in Neural Information Processing Systems, 36.
Klin, A. (2006). Autismo e síndrome de Asperger: Uma visão geral. Brazilian Journal of Psychiatry, 28, s3–s11.
Li, C., Ip, H. H. S., & Ma, P. K. (2019). A design framework of virtual reality enabled experiential learning for children with autism spectrum disorder. In Blended Learning: Educational Innovation for Personalized Learning: 12th International Conference, ICBL 2019, Hradec Kralove, Czech Republic, July 2–4, 2019, Proceedings 12 (pp. 93–102). Springer.
Ma, X., Fang, G., & Wang, X. (2023). LLM-Pruner: On the structural pruning of large language models. Advances in Neural Information Processing Systems, 36, 21702–21720.
MinIO, Inc. (2024). MinIO. MinIO, Inc. Version accessed: 2024-06-27.
MongoDB, Inc. (2024). MongoDB (Version 4.4). MongoDB, Inc.
Muñoz, R., Villarroel, R., Barcelos, T. S., Riquelme, F., Quezada, A., & Bustos-Valenzuela, P. (2018). Developing computational thinking skills in adolescents with autism spectrum disorder through digital game programming. IEEE Access, 6, 63880–63889.
Nuguri, S. S., Calyam, P., Oruche, R., Gulhane, A., Valluripally, S., Stichter, J., & He, Z. (2021). vSocial: A cloud-based system for social virtual reality learning environment applications in special education. Multimedia Tools and Applications, 80, 16827–16856.
Pinder-Amaker, S. (2014). Identifying the unmet needs of college students on the autism spectrum. Harvard Review of Psychiatry, 22(2), 125–137.
Pires, F. G. d. S. (2021). Thinkted Lab: Um caso de aprendizagem criativa em computação no nível superior.
Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during the COVID-19 pandemic. Jurnal Penelitian Pendidikan, 20(3), 392–406.
Stuurman, S., Passier, H. J., Geven, F., & Barendsen, E. (2019). Autism: Implications for inclusive education with respect to software engineering. In Proceedings of the 8th Computer Science Education Research Conference (pp. 15–25).
Thapar, A., & Rutter, M. (2021). Genetic advances in autism. Journal of Autism and Developmental Disorders, 51, 4321–4332.
The PostgreSQL Global Development Group. (2024). PostgreSQL (Version 16.3). PostgreSQL Global Development Group.
Touvron, H., Lavril, T., Izacard, G., Martinet, X., Lachaux, M.-A., Lacroix, T., Rozière, B., Goyal, N., Hambro, E., Azhar, F., et al. (2023). Llama: Open and efficient foundation language models. arXiv preprint arXiv:2302.13971.
White, S. W., Elias, R., Salinas, C. E., Capriola, N., Conner, C. M., Asselin, S. B., Miyazaki, Y., Mazefsky, C. A., Howlin, P., and Getzel, E. E. (2016). Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis. Research in developmental disabilities, 56:29–40.
Publicado
04/11/2024
Como Citar
NORTON, Vitor; HONDA, Fabrizio; PESSOA, Marcela; PIRES, Fernanda.
CodeX: ambiente virtual de aprendizagem em programação, integrado à LLM, para auxiliar estudantes com TEA. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1770-1783.
DOI: https://doi.org/10.5753/sbie.2024.242533.
