From Teacher Expertise to Feedback Design: A Module and Preliminary Guidelines for Unplugged ITS

• Laíza Ribeiro Instituto de Tecnologia e Liderança (Inteli) / Universidade de São Paulo (USP)
• Camila Fior Universidade Estadual de Campinas (UNICAMP)
• Luiz Rodrigues Universidade Tecnológica Federal do Paraná (UTFPR) / Universidade Federal de Alagoas (UFAL)
• Diego Dermeval Universidade Federal de Alagoas (UFAL)
• Seiji Isotani Universidade da Pensilvânia (UPenn) https://orcid.org/0000-0003-1574-0784

DOI: https://doi.org/10.5753/sbie.2026.27571

Resumo

Intelligent Tutoring Systems (ITS), traditional or unplugged, aim to foster personalized learning, often relying on feedback mechanisms. However, many approaches focus on automated feedback without explicitly addressing the pedagogical criteria underlying its design or teacher involvement in this process. This study contributes to the field of Artificial Intelligence in Education by proposing (i) a Feedback Module and (ii) a set of preliminary guidelines for feedback design, with a focus on Unplugged ITS, explicitly incorporating teachers as active participants in the feedback design process. Using a mixed-methods approach, we conducted interviews with 14 elementary school teachers, analyzed through Bardin's Content Analysis, to derive the Feedback Module, and validated the AI-generated feedback through a Likert-scale survey with the same teachers. An initial evaluation of the generated feedback found positive results, particularly in clarity, motivational language, and support for mathematical reasoning.

Palavras-chave: Intelligent Tutoring Systems, Feedback, Unplugged Education

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