Mapeamento Sistemático sobre o uso de Visualização de Dados para Análise Processual da Aprendizagem em Ambientes Virtuais
Resumo
Este artigo apresenta um mapeamento sistemático sobre o uso de técnicas de visualização de dados para análise dos processos de aprendizagem em AVAs. As questões de pesquisa adotadas buscaram identificar que aspectos dos processos de aprendizagem têm sido alvo de investigação, as técnicas de visualização utilizadas para tal, a forma de validação empírica das propostas e as teorias da aprendizagem que estão sendo utilizadas para guiar estes estudos. Os resultados obtidos com este mapeamento apontam para uma carência de trabalhos que efetivamente priorizem a análise dos processos ao invés dos produtos da aprendizagem, proponham visualizações sofisticadas e utilizem teorias da aprendizagem para alicerçar suas propostas.
Palavras-chave:
visualização de dados, análise de processos de aprendizagem, ambientes virtuais de aprendizagem, validação empírica, teorias da aprendizagem
Referências
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GELAN, Anouk et al. Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project. Computer Assisted Language Learning, v. 31, n. 3, p. 294-319, 2018.
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HANNEL, K. (Org.); ZUNGUZE, M. C. (Org.); NUNES, F. B. (Org.); LIMA, J. V. (Org.). Trajetórias de Aprendizagem: teoria e prática. 1. ed. Create Space, 2016.
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LI, Yanyan; HUANG, Ronghuai. Analyzing peer interactions in computer-supported collaborative learning: Model, method and tool. In: International Conference on Hybrid Learning and Education. Springer, Berlin, Heidelberg, 2008. p. 125-136.
LIU, Ming et al. Measuring and visualizing students’ behavioral engagement in writing activities. IEEE Transactions on Learning Technologies, v. 8, n. 2, p. 215-224, 2015.
LOCKYER, Lori; HEATHCOTE, Elizabeth; DAWSON, Shane. Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, v. 57, n. 10, p. 1439-1459, 2013.
MARTÍNEZ, Roberto et al. Who did what? Who said that?: Collaid: an environment for capturing traces of collaborative learning at the tabletop. In: Proc. of the ACM International Conference on Interactive Tabletops and Surfaces. 2011. p. 172-181.
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PAAVOLA, S.; HAKKARAINEN, K. From Meaning Making to Joint Construction of Knowledge Practices and Artefacts – A Trialogical Approach to CSCL. In: C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Proceedings, p. 83-92, ISBN 978-1-4092-8598-4, 2009.
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VIEIRA, Camilo; PARSONS, Paul; BYRD, Vetria. Visual learning analytics of educational data: A systematic literature review and research agenda. Computers & Education, v. 122, p. 119-135, 2018.
YI, J. S.; KANG, Y.; STASKO, J. Toward a deeper understanding of the role of interaction in information visualization. IEEE Transactions on Visualization and Computer Graphics, v. 13, n. 6, p. 1224-1231, 2007.
ZHANG, Jia-Hua et al. What Learning Analytics Tells Us: Group Behavior Analysis and Individual Learning Diagnosis based on Long-Term and Large-Scale Data. Journal of Educational Technology & Society, v. 21, n. 2, p. 245-258, 2018.
ARKSEY, Hilary; O'MALLEY, Lisa. Scoping studies: towards a methodological framework. International journal of social research methodology, v. 8, n. 1, p. 19-32, 2005.
BOGARÍN, Alejandro; CEREZO, Rebeca; ROMERO, Cristóbal. A survey on educational process mining. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, v. 8, n. 1, p. e1230, 2018.
BUTLER, Deborah L.; WINNE, Philip H. Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, v. 65, n. 3, p. 245-281, 1995.
COFFRIN, Carleton et al. Visualizing patterns of student engagement and performance in MOOCs. In: Proceedings of LAK∕14. ACM, 2014. p. 83-92.
GARCÍA, C.; Raquel M. et al. Peeking into the black box: visualising learning activities. International Journal of Technology Enhanced Learning, v. 4, n. 1-2, p. 99-120, 2012.
GELAN, Anouk et al. Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project. Computer Assisted Language Learning, v. 31, n. 3, p. 294-319, 2018.
GÓMEZ-AGUILAR, Diego Alonso et al. Tap into visual analysis of customization of grouping of activities in eLearning. Computers in Human Behavior, v. 47, p. 60-67, 2015.
HANNEL, K. (Org.); ZUNGUZE, M. C. (Org.); NUNES, F. B. (Org.); LIMA, J. V. (Org.). Trajetórias de Aprendizagem: teoria e prática. 1. ed. Create Space, 2016.
HERNÁNDEZ-GARCÍA, Ángel et al. Applying social learning analytics to message boards in online distance learning: A case study. Computers in Human Behavior, v. 47, p. 68-80, 2015.
JONES, R. D. Student Engagement: Teacher Handbook. Rexford, NY: International Center for Leadership in Education, 2009.
JUGO, Igor; KOVAČIĆ, Bozidar; SLAVUJ, Vanja. Using data mining for learning path recommendation and visualization in an intelligent tutoring system. In: 37th MIPRO. IEEE, 2014. p. 924-928.
LAVE, J.; WENGER, E. Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press, 1991.
LI, Yanyan; HUANG, Ronghuai. Analyzing peer interactions in computer-supported collaborative learning: Model, method and tool. In: International Conference on Hybrid Learning and Education. Springer, Berlin, Heidelberg, 2008. p. 125-136.
LIU, Ming et al. Measuring and visualizing students’ behavioral engagement in writing activities. IEEE Transactions on Learning Technologies, v. 8, n. 2, p. 215-224, 2015.
LOCKYER, Lori; HEATHCOTE, Elizabeth; DAWSON, Shane. Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, v. 57, n. 10, p. 1439-1459, 2013.
MARTÍNEZ, Roberto et al. Who did what? Who said that?: Collaid: an environment for capturing traces of collaborative learning at the tabletop. In: Proc. of the ACM International Conference on Interactive Tabletops and Surfaces. 2011. p. 172-181.
MELLO, S. A. (2004). A Escola de Vygotsky. In: CARRARA, K. (Org.) Introdução à psicologia da educação: seis abordagens. São Paulo: Avercamp, p. 135-155.
MUNZNER, T. Visualization analysis and design. [S.l.]: CRC Press, 2014.
NORMAN, D.; DRAPER, S. User Centered System Design; New Perspectives on Human-Computer Interaction. L. Erlbaum Assoc. Inc., Hillsdale, NJ, USA, 1986.
PAAVOLA, S.; HAKKARAINEN, K. From Meaning Making to Joint Construction of Knowledge Practices and Artefacts – A Trialogical Approach to CSCL. In: C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Proceedings, p. 83-92, ISBN 978-1-4092-8598-4, 2009.
PARALIČ, Ján et al. Mirroring of knowledge practices based on user-defined patterns. Journal of Universal Computer Science, v. 17, n. 10, p. 1474-1491, 2011.
PETERSEN, Kai et al. Systematic Mapping Studies in Software Engineering. In: EASE. 2008. p. 68-77.
ROGOFF, Barbara. The cultural nature of human development. Oxford Univ. Press, 2003.
SIEMENS, George; GASEVIC, Dragan. Guest editorial - Learning and knowledge analytics. Educational Technology & Society, v. 15, n. 3, p. 1-2, 2012.
VIEIRA, Camilo; PARSONS, Paul; BYRD, Vetria. Visual learning analytics of educational data: A systematic literature review and research agenda. Computers & Education, v. 122, p. 119-135, 2018.
YI, J. S.; KANG, Y.; STASKO, J. Toward a deeper understanding of the role of interaction in information visualization. IEEE Transactions on Visualization and Computer Graphics, v. 13, n. 6, p. 1224-1231, 2007.
ZHANG, Jia-Hua et al. What Learning Analytics Tells Us: Group Behavior Analysis and Individual Learning Diagnosis based on Long-Term and Large-Scale Data. Journal of Educational Technology & Society, v. 21, n. 2, p. 245-258, 2018.
Publicado
29/10/2018
Como Citar
DOURADO, Raphael A.; RODRIGUES, Rodrigo Lins; FERREIRA, Nivan; GOMES, Alex Sandro.
Mapeamento Sistemático sobre o uso de Visualização de Dados para Análise Processual da Aprendizagem em Ambientes Virtuais. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 29. , 2018, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2018
.
p. 1563-1572.
DOI: https://doi.org/10.5753/cbie.sbie.2018.1563.
