Uma sociedade de companions inteligentes na metaversidade para incrementar a aprendizagem ao longo da vida
Resumo
Impactos da popularização da Inteligência Artificial (IA) vêm sendo tema de debates sociais, promovidos pela grande mídia ou pela academia. Buscando prover a estudantes universitária/os um acompanhamento personalizado e com especificidade ao longo de sua formação, propõe-se explorar tecnologias capazes de identificar possibilidades e ofertar informações que auxiliem em tomadas de decisão durante a vida acadêmica. A solução proposta, além de backend, relativamente à concepção de companion artificial, prevê ainda frontend em ambiente metaverso, onde uma pessoa-aprendiz poderá ter uma experiência de imersão pelos vários gêmeos digitais de espaços físicos dos campi.
Palavras-chave:
Sistemas multiagentes, Agentes pedagógicos, Aprendizagem ao longo da vida, Metaversidade
Referências
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Apoki, U. C., Hussein, A. M. A., Al-Chalabi, H. K. M., Badica, C., and Mocanu, M. L. (2022). The role of pedagogical agents in personalised adaptive learning: A review. Sustainability, 14(11):6442.
Araujo, F. C., Vivacqua, A., and França, J. B. (2024). Desenvolvendo competências computacionais no ensino fundamental: Integração do pensamento computacional e do metaverso no ambiente educacional. In Anais Estendidos do XIX Simpósio Brasileiro de Sistemas Colaborativos, pages 1–6. SBC.
Aslan, S., Durham, L. M., Alyuz, N., Okur, E., Sharma, S., Savur, C., and Nachman, L. (2024). Immersive multi-modal pedagogical conversational artificial intelligence for early childhood education: An exploratory case study in the wild. Computers and Education: Artificial Intelligence, page 100220.
Azevedo, O. B. (2020). Um agente pedagógico gentil é mais efetivo? efeito das atitudes de agentes pedagógicos animados na aprendizagem, engajamento, emoções e ansiedade dos estudantes.
Baig, M. I., Shuib, L., and Yadegaridehkordi, E. (2020). Big data in education: a state of the art, limitations, and future research directions. International Journal of Educational Technology in Higher Education, 17:1–23.
Barbosa, C., Carvalho, G., Nobrega, G., and Cruz, F. (2024). Redesenho e prototipagem de um repositório de recursos educacionais para metaverso. In Anais do SBIE 2024. SBC.
Campitiello, L., Beatini, V., and Di Tore, S. (2024). Non-player character smart in virtual learning environment: Empowering education through artificial intelligence. In Workshop on Artificial Intelligence with and for Learning Sciences: Past, Present, and Future Horizons, pages 131–137. Springer.
Dai, C.-P., Ke, F., Zhang, N., Barrett, A., West, L., Bhowmik, S., Southerland, S. A., and Yuan, X. (2024). Designing conversational agents to support student teacher learning in virtual reality simulation: a case study. In Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, pages 1–8
Damasceno, A., Soares, P., Santos, I., Souza, J., and Oliveira, F. (2023). Assistive technology for distance education in metaverse-based environment: A rapid review. Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 693–706.
de Classe, T. M. and de Castro, R. M. (2023). Metaverso: Ambiente de colaboração e aprendizado em aula híbrida. In Anais do XVIII Simpósio Brasileiro de Sistemas Colaborativos, pages 16–29. SBC.
de Classe, T. M., de Castro, R. M., de Oliveira, E. G., and Oliveira, E. W. (2023). Uso de metaverso em avaliações formativas híbridas. In Anais do XXXI Workshop sobre Educação em Computação, pages 384–395. SBC.
Ferber, J., Gutknecht, O., and Michel, F. (2003). From agents to organizations: an organizational view of multi-agent systems. In International workshop on agent-oriented software engineering, pages 214–230. Springer
Fuchs, K. (2023). Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse? In Frontiers in Education, volume 8, page 1166682. Frontiers.
Hajduk, M., Sukop, M., and Haun, M. (2019). Cognitive multi-agent systems.
Han, J., Liu, G., and Gao, Y. (2023). Learners in the metaverse: A systematic review on the use of Roblox in learning. Education Sciences, 13(3):296.
Hasan, M. A., Noor, N. F. M., Rahman, S. S. B. A., and Rahman, M. M. (2020). The transition from intelligent to affective tutoring system: a review and open issues. IEEE Access, 8:204612–204638.
Hwang, G.-J. and Chien, S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3:100082.
Iqbal, M. Z. and Campbell, A. G. (2023). Real-time hand interaction and self-directed machine learning agents in immersive learning environments. Computers & Education: X Reality, 3:100038.
Johnson, W. L. and Lester, J. C. (2018). Pedagogical agents: back to the future. AI Magazine, 39(2):33–44.
Júnior, C. P., Francisco, R., Silva, L., Veiga, E., Fernandes, M., and Dorça, F. (2017). Uso de ontologias para agentes conversacionais no contexto de ensino-aprendizagem: Uma revisao sistem ˜ atica da literatura. In Brazilian Symposium on Computers in Education (Simposio Brasileiro de Informática na Educação-SBIE), volume 28, page 183.
Juvito, L. and Soares, R. (2023). Um projeto de metaversidade: ampliando possibilidades para cursos de computação. Monografia (Graduação em Computação). Universidade de Brasília (UnB).
Kawagoe, A. L. and e Silva, T. B. P. (2020). Rastreamento de aprendizagem informal na perspectiva da aprendizagem ao longo da vida. DAT Journal, 5(3):193–214.
Lane, H. C. and Schroeder, N. L. (2022). Pedagogical agents. In The Handbook on Socially Interactive Agents: 20 years of Research on Embodied Conversational Agents, Intelligent Virtual Agents, and Social Robotics Volume 2: Interactivity, Platforms, Application, pages 307–330.
Lin, H., Wan, S., Gan, W., Chen, J., and Chao, H.-C. (2022). Metaverse in education: Vision, opportunities, and challenges. In 2022 IEEE International Conference on Big Data (Big Data), pages 2857–2866. IEEE.
Machado, L., Silva, T., Tarouco, L., and Herpich, F. (2023). Metaverso para educação em desenvolvimento sustentável. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 536–547, Porto Alegre, RS, Brasil. SBC.
Pereira, V., Hadjielias, E., Christofi, M., and Vrontis, D. (2023). A systematic literature review on the impact of artificial intelligence on workplace outcomes: A multi-process perspective. Human Resource Management Review, 33(1):100857.
Petersen, G. B., Mottelson, A., and Makransky, G. (2021). Pedagogical agents in educational VR: An in the wild study. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, pages 1–12.
Poquet, O. and De Laat, M. (2021). Developing capabilities: Lifelong learning in the age of AI. British Journal of Educational Technology, 52(4):1695–1708.
Pretty, E. J., Fayek, H. M., and Zambetta, F. (2024). A case for personalized non-player character companion design. International Journal of Human–Computer Interaction, 40(12):3051–3070.
Rinn, H., Markgraf, D., Andira, N. R., Bloch, L., Knappe, L., and Robra-Bissantz, S. (2023). Pedagogical conversational agents in virtual worlds. e-learning and education, 15(2).
Schreck, J., Abras, C., and Mithani, A. (2023). Capturing students’ lifelong learning journey: The johns hopkins comprehensive learner record. College and University, 98(2):61–69.
Schulz, M. and Roßnagel, C. S. (2010). Informal workplace learning: An exploration of age differences in learning competence. Learning and Instruction, 20(5):383–399.
Silva, O., Souza, T., Duda, J. M., Barros, B., and Nobrega, G. (2024). Você decide quem POD: empoderando a/o estudante de computação quanto a propriedade de seus dados. In Anais do IV Simpósio Brasileiro de Educação em Computação, pages 367–374. SBC.
Stancin, K., Poscic, P., and Jaksic, D. (2020). Ontologies in education–state of the art. Education and Information Technologies, 25(6):5301–5320.
Sutikno, T. and Aisyahrani, A. I. B. (2023). Non-fungible tokens, decentralized autonomous organizations, Web 3.0, and the metaverse in education: From university to metaversity. Journal of Education and Learning (EduLearn), 17(1):1–15.
Tapia-Leon, M., Rivera, A. C., Chicaiza, J., and Lujan-Mora, S. (2018). Application of ontologies in higher education: A systematic mapping study. In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 1344–1353. IEEE.
Tarouco, L. M. R. (2019). Inovação pedagógica com tecnologia: mundos imersivos e agentes conversacionais. Revista Novas Tecnologias na Educação, 17(2):92–108.
Torres, D., Estevam, G., and Nobrega, G. (2022). Redes sociais descentralizadas na graduação em computação: implantação, percepção discente, possibilidades. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 1344–1354. SBC.
Viberg, O., Hatakka, M., Balter, O., and Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in human behavior, 89:98–110.
Wang, M., Yu, H., Bell, Z., and Chu, X. (2022). Constructing an edu-metaverse ecosystem: A new and innovative framework. IEEE Transactions on Learning Technologies, 15(6):685–696.
Wilkens, U. (2020). Artificial intelligence in the workplace–a double-edged sword. The International Journal of Information and Learning Technology, 37(5):253–265.
Wißner, M., Beek, W., Lozano, E., Mehlmann, G., Linnebank, F., Liem, J., Häring, M., Buhling, R., Gracia, J., Bredeweg, B., et al. (2012). Increasing learners’ motivation through pedagogical agents: The cast of virtual characters in the dynaLearn ILE. In Agents for Educational Games and Simulations: International Workshop, AEGS 2011, Taipei, Taiwan, May 2, 2011. Revised Papers, pages 151–165. Springer.
Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14:1181712.
Zhu, M., Sari, A. R., and Lee, M. M. (2022). Trends and issues in mooc learning analytics empirical research: A systematic literature review (2011–2021). Education and Information Technologies, 27(7):10135–10160.
Amin, S., Uddin, M. I., Alarood, A. A., Mashwani, W. K., Alzahrani, A. O., and Alzahrani, H. A. (2024). An adaptable and personalized framework for top-n course recommendations in online learning. Scientific Reports, 14(1):10382.
Apoki, U. C., Hussein, A. M. A., Al-Chalabi, H. K. M., Badica, C., and Mocanu, M. L. (2022). The role of pedagogical agents in personalised adaptive learning: A review. Sustainability, 14(11):6442.
Araujo, F. C., Vivacqua, A., and França, J. B. (2024). Desenvolvendo competências computacionais no ensino fundamental: Integração do pensamento computacional e do metaverso no ambiente educacional. In Anais Estendidos do XIX Simpósio Brasileiro de Sistemas Colaborativos, pages 1–6. SBC.
Aslan, S., Durham, L. M., Alyuz, N., Okur, E., Sharma, S., Savur, C., and Nachman, L. (2024). Immersive multi-modal pedagogical conversational artificial intelligence for early childhood education: An exploratory case study in the wild. Computers and Education: Artificial Intelligence, page 100220.
Azevedo, O. B. (2020). Um agente pedagógico gentil é mais efetivo? efeito das atitudes de agentes pedagógicos animados na aprendizagem, engajamento, emoções e ansiedade dos estudantes.
Baig, M. I., Shuib, L., and Yadegaridehkordi, E. (2020). Big data in education: a state of the art, limitations, and future research directions. International Journal of Educational Technology in Higher Education, 17:1–23.
Barbosa, C., Carvalho, G., Nobrega, G., and Cruz, F. (2024). Redesenho e prototipagem de um repositório de recursos educacionais para metaverso. In Anais do SBIE 2024. SBC.
Campitiello, L., Beatini, V., and Di Tore, S. (2024). Non-player character smart in virtual learning environment: Empowering education through artificial intelligence. In Workshop on Artificial Intelligence with and for Learning Sciences: Past, Present, and Future Horizons, pages 131–137. Springer.
Dai, C.-P., Ke, F., Zhang, N., Barrett, A., West, L., Bhowmik, S., Southerland, S. A., and Yuan, X. (2024). Designing conversational agents to support student teacher learning in virtual reality simulation: a case study. In Extended Abstracts of the CHI Conference on Human Factors in Computing Systems, pages 1–8
Damasceno, A., Soares, P., Santos, I., Souza, J., and Oliveira, F. (2023). Assistive technology for distance education in metaverse-based environment: A rapid review. Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 693–706.
de Classe, T. M. and de Castro, R. M. (2023). Metaverso: Ambiente de colaboração e aprendizado em aula híbrida. In Anais do XVIII Simpósio Brasileiro de Sistemas Colaborativos, pages 16–29. SBC.
de Classe, T. M., de Castro, R. M., de Oliveira, E. G., and Oliveira, E. W. (2023). Uso de metaverso em avaliações formativas híbridas. In Anais do XXXI Workshop sobre Educação em Computação, pages 384–395. SBC.
Ferber, J., Gutknecht, O., and Michel, F. (2003). From agents to organizations: an organizational view of multi-agent systems. In International workshop on agent-oriented software engineering, pages 214–230. Springer
Fuchs, K. (2023). Exploring the opportunities and challenges of NLP models in higher education: is Chat GPT a blessing or a curse? In Frontiers in Education, volume 8, page 1166682. Frontiers.
Hajduk, M., Sukop, M., and Haun, M. (2019). Cognitive multi-agent systems.
Han, J., Liu, G., and Gao, Y. (2023). Learners in the metaverse: A systematic review on the use of Roblox in learning. Education Sciences, 13(3):296.
Hasan, M. A., Noor, N. F. M., Rahman, S. S. B. A., and Rahman, M. M. (2020). The transition from intelligent to affective tutoring system: a review and open issues. IEEE Access, 8:204612–204638.
Hwang, G.-J. and Chien, S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3:100082.
Iqbal, M. Z. and Campbell, A. G. (2023). Real-time hand interaction and self-directed machine learning agents in immersive learning environments. Computers & Education: X Reality, 3:100038.
Johnson, W. L. and Lester, J. C. (2018). Pedagogical agents: back to the future. AI Magazine, 39(2):33–44.
Júnior, C. P., Francisco, R., Silva, L., Veiga, E., Fernandes, M., and Dorça, F. (2017). Uso de ontologias para agentes conversacionais no contexto de ensino-aprendizagem: Uma revisao sistem ˜ atica da literatura. In Brazilian Symposium on Computers in Education (Simposio Brasileiro de Informática na Educação-SBIE), volume 28, page 183.
Juvito, L. and Soares, R. (2023). Um projeto de metaversidade: ampliando possibilidades para cursos de computação. Monografia (Graduação em Computação). Universidade de Brasília (UnB).
Kawagoe, A. L. and e Silva, T. B. P. (2020). Rastreamento de aprendizagem informal na perspectiva da aprendizagem ao longo da vida. DAT Journal, 5(3):193–214.
Lane, H. C. and Schroeder, N. L. (2022). Pedagogical agents. In The Handbook on Socially Interactive Agents: 20 years of Research on Embodied Conversational Agents, Intelligent Virtual Agents, and Social Robotics Volume 2: Interactivity, Platforms, Application, pages 307–330.
Lin, H., Wan, S., Gan, W., Chen, J., and Chao, H.-C. (2022). Metaverse in education: Vision, opportunities, and challenges. In 2022 IEEE International Conference on Big Data (Big Data), pages 2857–2866. IEEE.
Machado, L., Silva, T., Tarouco, L., and Herpich, F. (2023). Metaverso para educação em desenvolvimento sustentável. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação, pages 536–547, Porto Alegre, RS, Brasil. SBC.
Pereira, V., Hadjielias, E., Christofi, M., and Vrontis, D. (2023). A systematic literature review on the impact of artificial intelligence on workplace outcomes: A multi-process perspective. Human Resource Management Review, 33(1):100857.
Petersen, G. B., Mottelson, A., and Makransky, G. (2021). Pedagogical agents in educational VR: An in the wild study. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, pages 1–12.
Poquet, O. and De Laat, M. (2021). Developing capabilities: Lifelong learning in the age of AI. British Journal of Educational Technology, 52(4):1695–1708.
Pretty, E. J., Fayek, H. M., and Zambetta, F. (2024). A case for personalized non-player character companion design. International Journal of Human–Computer Interaction, 40(12):3051–3070.
Rinn, H., Markgraf, D., Andira, N. R., Bloch, L., Knappe, L., and Robra-Bissantz, S. (2023). Pedagogical conversational agents in virtual worlds. e-learning and education, 15(2).
Schreck, J., Abras, C., and Mithani, A. (2023). Capturing students’ lifelong learning journey: The johns hopkins comprehensive learner record. College and University, 98(2):61–69.
Schulz, M. and Roßnagel, C. S. (2010). Informal workplace learning: An exploration of age differences in learning competence. Learning and Instruction, 20(5):383–399.
Silva, O., Souza, T., Duda, J. M., Barros, B., and Nobrega, G. (2024). Você decide quem POD: empoderando a/o estudante de computação quanto a propriedade de seus dados. In Anais do IV Simpósio Brasileiro de Educação em Computação, pages 367–374. SBC.
Stancin, K., Poscic, P., and Jaksic, D. (2020). Ontologies in education–state of the art. Education and Information Technologies, 25(6):5301–5320.
Sutikno, T. and Aisyahrani, A. I. B. (2023). Non-fungible tokens, decentralized autonomous organizations, Web 3.0, and the metaverse in education: From university to metaversity. Journal of Education and Learning (EduLearn), 17(1):1–15.
Tapia-Leon, M., Rivera, A. C., Chicaiza, J., and Lujan-Mora, S. (2018). Application of ontologies in higher education: A systematic mapping study. In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 1344–1353. IEEE.
Tarouco, L. M. R. (2019). Inovação pedagógica com tecnologia: mundos imersivos e agentes conversacionais. Revista Novas Tecnologias na Educação, 17(2):92–108.
Torres, D., Estevam, G., and Nobrega, G. (2022). Redes sociais descentralizadas na graduação em computação: implantação, percepção discente, possibilidades. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 1344–1354. SBC.
Viberg, O., Hatakka, M., Balter, O., and Mavroudi, A. (2018). The current landscape of learning analytics in higher education. Computers in human behavior, 89:98–110.
Wang, M., Yu, H., Bell, Z., and Chu, X. (2022). Constructing an edu-metaverse ecosystem: A new and innovative framework. IEEE Transactions on Learning Technologies, 15(6):685–696.
Wilkens, U. (2020). Artificial intelligence in the workplace–a double-edged sword. The International Journal of Information and Learning Technology, 37(5):253–265.
Wißner, M., Beek, W., Lozano, E., Mehlmann, G., Linnebank, F., Liem, J., Häring, M., Buhling, R., Gracia, J., Bredeweg, B., et al. (2012). Increasing learners’ motivation through pedagogical agents: The cast of virtual characters in the dynaLearn ILE. In Agents for Educational Games and Simulations: International Workshop, AEGS 2011, Taipei, Taiwan, May 2, 2011. Revised Papers, pages 151–165. Springer.
Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching. Frontiers in Psychology, 14:1181712.
Zhu, M., Sari, A. R., and Lee, M. M. (2022). Trends and issues in mooc learning analytics empirical research: A systematic literature review (2011–2021). Education and Information Technologies, 27(7):10135–10160.
Publicado
04/11/2024
Como Citar
NÓBREGA, Germana; PAINS, André; CRUZ, Fernando.
Uma sociedade de companions inteligentes na metaversidade para incrementar a aprendizagem ao longo da vida. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 3085-3096.
DOI: https://doi.org/10.5753/sbie.2024.245018.
