Aplicação do Mindfulness em um Sistema Tutor Inteligente: um Estudo Piloto
Resumo
Este artigo descreve uma avaliação experimental com 46 alunos que buscou melhorar a atenção dos aprendizes de um sistema tutor inteligente (STI) por meio de mindfulness. No início da sessão, o STI tocava um áudio, que guiava o grupo experimental na prática de mindfulness, enquanto o grupo de controle ouvia sobre a história da álgebra. Embora não há evidências significativas de um melhor desempenho em testes do grupo experimental, o instrumento de percepção de atenção evidenciou uma melhora da atenção em ambos os grupos. Acredita-se que ouvir um áudio sobre a história da álgebra pode ter sido uma experiência parecida à prática de mindfulness. Esses resultados sugerem o interesse de uma continuação do trabalho.
Palavras-chave:
Mindfulness, Sistema Tutor Inteligente, Avaliação Experimental
Referências
Baer, R. A. (2003) Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143.
Beauchemin, J.; Hutchins, T.; Patterson, F. (2008) Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities. Complementary Health Practice Review, v. 13, n. 1, p. 34-45.
Chittaro, L.; Vianello, A. (2014) Computer-supported mindfulness: Evaluation of a mobile thought distancing application on naive meditators. International Journal of Human-Computer Studies, 72(3), 337-348.
Davidson, R.; Lutz, A. (2008) Buddha's brain: neuroplasticity and meditation. IEEE Signal Process Mag. 25(1): 176–174.
Felver, J.; Frank, J.; McEachern, A. (2013) Effectiveness, Acceptability, and Feasibility of the Soles of the Feet Mindfulness-Based Intervention with Elementary School Students. Mindfulness, v. 5, n. 5, p. 589-597.
Flook, L. et al (2015) Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, v. 51, n. 1, p. 44-51.
Hudlicka, E. (2011) Virtual Coach for Mindfulness Meditation Training, 17-24.
Kabat-Zinn, J. (1990) Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
Ma, W.; Adesope, O. O.; Nesbit, J. C.; Liu, Q. (2014) Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis. Journal of Educational Psychology, v. 106, n. 4, p. 1–18.
Oord, S. van der; Bögels, S. M.; Peijnenburg, D. (2012) The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 21(1), 139-147.
Pasquali, L. (1999) Instrumentos psicológicos: guia prático de elaboração. Brasília: Ibapp.
Paula, G. R. et al (2006) Neuropsicologia da aprendizagem. Rev. psicopedag., São Paulo, v. 23, n. 72.
Roemer, L.; Orsillo, S. M. (2010) A prática da terapia cognitivo-comportamental baseada em mindfulness e aceitação. Porto Alegre: Artmed.
Steenbergen-Hu, S.; Cooper, H. (2014) A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, v. 106, p. 331–347.
Steenbergen-Hu, S.; Cooper, H. (2013) A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning. Journal of Educational Psychology, v. 105, p. 970–987.
Vanlehn, K. (2011) The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, v.46, n.4, p. 197–221.
Vidyarthi, J.; Riecke, B. (2014) Interactively mediating experiences of mindfulness meditation. Internat. Journal of Human-Computer Studies, v. 72, n. 8-9, p. 674–688.
Weare, K. (2012) Evidence for the Impact of Mindfulness on Children and Young People. The Mindfulness In Schools Project, 1-12.
Wisner, B. (2013) An Exploratory Study of Mindfulness Meditation for Alternative School Students: Perceived Benefits for Improving School Climate and Student Functioning. Mindfulness, v. 5, n. 6, p. 626-638.
Woolf, B. P. (2010) Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
Beauchemin, J.; Hutchins, T.; Patterson, F. (2008) Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities. Complementary Health Practice Review, v. 13, n. 1, p. 34-45.
Chittaro, L.; Vianello, A. (2014) Computer-supported mindfulness: Evaluation of a mobile thought distancing application on naive meditators. International Journal of Human-Computer Studies, 72(3), 337-348.
Davidson, R.; Lutz, A. (2008) Buddha's brain: neuroplasticity and meditation. IEEE Signal Process Mag. 25(1): 176–174.
Felver, J.; Frank, J.; McEachern, A. (2013) Effectiveness, Acceptability, and Feasibility of the Soles of the Feet Mindfulness-Based Intervention with Elementary School Students. Mindfulness, v. 5, n. 5, p. 589-597.
Flook, L. et al (2015) Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, v. 51, n. 1, p. 44-51.
Hudlicka, E. (2011) Virtual Coach for Mindfulness Meditation Training, 17-24.
Kabat-Zinn, J. (1990) Full catastrophe living: Using the wisdom of your body and mind to face stress, pain and illness. New York: Delacorte.
Ma, W.; Adesope, O. O.; Nesbit, J. C.; Liu, Q. (2014) Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis. Journal of Educational Psychology, v. 106, n. 4, p. 1–18.
Oord, S. van der; Bögels, S. M.; Peijnenburg, D. (2012) The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 21(1), 139-147.
Pasquali, L. (1999) Instrumentos psicológicos: guia prático de elaboração. Brasília: Ibapp.
Paula, G. R. et al (2006) Neuropsicologia da aprendizagem. Rev. psicopedag., São Paulo, v. 23, n. 72.
Roemer, L.; Orsillo, S. M. (2010) A prática da terapia cognitivo-comportamental baseada em mindfulness e aceitação. Porto Alegre: Artmed.
Steenbergen-Hu, S.; Cooper, H. (2014) A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, v. 106, p. 331–347.
Steenbergen-Hu, S.; Cooper, H. (2013) A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning. Journal of Educational Psychology, v. 105, p. 970–987.
Vanlehn, K. (2011) The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems. Educational Psychologist, v.46, n.4, p. 197–221.
Vidyarthi, J.; Riecke, B. (2014) Interactively mediating experiences of mindfulness meditation. Internat. Journal of Human-Computer Studies, v. 72, n. 8-9, p. 674–688.
Weare, K. (2012) Evidence for the Impact of Mindfulness on Children and Young People. The Mindfulness In Schools Project, 1-12.
Wisner, B. (2013) An Exploratory Study of Mindfulness Meditation for Alternative School Students: Perceived Benefits for Improving School Climate and Student Functioning. Mindfulness, v. 5, n. 6, p. 626-638.
Woolf, B. P. (2010) Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. Morgan Kaufmann.
Publicado
26/10/2015
Como Citar
SCHAAB, Bruno Luis; DUARTE, Michael; AZEVEDO, Otávio Bastos; CRUZ, Daniel Viana Abs da; JAQUES, Patricia A..
Aplicação do Mindfulness em um Sistema Tutor Inteligente: um Estudo Piloto. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 26. , 2015, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2015
.
p. 1072-1081.
DOI: https://doi.org/10.5753/cbie.sbie.2015.1072.
