Minerva: An Adaptive and Personalized Solution for Organizing Studies Based on Learning Cycles
Resumo
This paper presents Minerva, a mobile application designed to help students organize their study routines through adaptive and personalized learning cycles. Grounded in principles such as meta-cognition, spaced repetition, and self-regulated learning, Minerva offers features like a habit tracker, learning trail, progress dashboard, and intelligent scheduling. Unlike traditional study methods, the application enables users to dynamically adjust study goals based on personal performance and availability, promoting autonomy and motivation. An exploratory study involving 50 students was conducted based on the UTAUT model. The results indicate a high level of acceptance of the app’s concept, particularly among students with no prior experience using similar tools. Participants emphasized its innovation, usefulness, and potential impact on their study habits. While still under development, the proposal demonstrates its potential to the scientific community by integrating evidence-based educational theories with user-centered design practices. This study contributes to the advancement of adaptive educational technologies. It opens up discussions for future investigations into the efficacy of learning cycle-based study tools.Referências
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Corno, L. (2008). On teaching adaptively. Educational psychologist, 43(3):161–173.
Deci, E. L. and Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4):227–268.
e Tecnologia LTDA, P. E. (2021). Planejativo enem. [link]. Aplicativo móvel. Acesso em: 26 ago. 2025.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology, trans. HA Ruger & CE Bussenius. Teachers College.[rWvH].
Feng, C.-S., Hu, T.-W., Chen, Y.-R., and Tsai, C.-Y. (2019). Research on improving the user experience and usability evaluation of tomato work method app-using forest app. In Proceedings of the 2019 7th International Conference on Information Technology: IoT and Smart City, pages 147–151.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive– developmental inquiry. American psychologist, 34(10):906.
Gonzales, I., Santos, E., Silva, A., Miranda, M., Oliveira, R., Daltro, E., Fonseca, P., and Albuquerque, A. (2017). Teoria unificada de aceitação e uso da tecnologia: revisão do utaut como estrutura conceitual em eventos científicos brasileiros. In Atas da Conferência da Associação Portuguesa de Sistemas de Informação, volume 17, pages 305–320.
Koedinger, K. R., Anderson, J. R., Hadley, W. H., and Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8:30–43.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Locke, E. A. (1987). Social foundations of thought and action: A social-cognitive view.
Roediger, H. L. and Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1):20–27.
She, C., Liang, Q., Jiang, W., and Xing, Q. (2023). Learning adaptability facilitates self-regulated learning at school: the chain mediating roles of academic motivation and self-management. Frontiers in psychology, 14:1162072.
Siqueira, D. P. and Moreira, M. C. (2023). Análise das desigualdades educacionais no brasil sob a ótica da ofensa à educação enquanto um direito da personalidade. Revista Em Tempo, 23(1):25–46.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2):257–285.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2):64–70.
Publicado
24/11/2025
Como Citar
SOUSA, Imna P. N. de; FARIAS, Luan Mateus S.; SOUSA, Gustavo Henrique L.; ANDRADE, Rossana Maria de Castro; OLIVEIRA, Pedro Almir Martins de.
Minerva: An Adaptive and Personalized Solution for Organizing Studies Based on Learning Cycles. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 36. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 1617-1624.
DOI: https://doi.org/10.5753/sbie.2025.12542.
