AI-Supported Pedagogical Architecture for Developing Self-Regulated Learning in Students

• Geycy D. O. Lima Federal University of Uberlândia / Federal Institute of Education, Science, and Technology of Southern Minas Gerais http://orcid.org/0000-0002-3215-0367
• Juliete A. R. Costa Federal University of Uberlândia / Federal Institute of Education, Science, and Technology of Southern Minas Gerais https://orcid.org/0000-0002-2580-7869
• Rafael Dias Araújo Federal University of Uberlândia https://orcid.org/0000-0003-0545-2519
• Fabiano Azevedo Dorça Federal University of Uberlândia https://orcid.org/0000-0003-3281-0246

DOI: https://doi.org/10.5753/sbie.2024.244882

Abstract

This study investigates the impacts of a Pedagogical Architecture (PA) supported by Artificial Intelligence (AI) on student engagement and the promotion of Self-Regulated Learning (SRL) in Virtual Learning Environments (VLEs). The research was conducted in an introductory Python programming extension course, where the proposed architecture was implemented in Moodle, one of the most widely used VLE platforms globally. Through the analysis of educational data and the application of data mining techniques, this study aims to identify student interaction patterns and correlate them with academic performance, offering a deeper understanding of the architecture's effectiveness in fostering self-regulation skills and improving educational outcomes.

Keywords: Pedagogical Architecture, Self-Regulated Learning and Virtual Learning Environments

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