Processos de ensino e de aprendizagem mediados por inteligência artificial

Abstract

In the globalized world, the presence of technology impacts many aspects of human life. When it comes to education, there is a constant evolution in the processes and methods that disruptively change the way we teach and learn. These movements involve Information and Communication Technologies (ICTs), such as Artificial Intelligence, which provides a more personalized, inclusive, interactive and flexible education. In comprehensive training, Artificial Intelligence becomes essential for students to appropriate knowledge in research activities, as well as in the world of work and in the social world. The conception of Artificial Intelligence in the educational environment raises the need for the school to approach the advances of technologies and these to adapt to the environment in which the student is inserted. In this line of thought, some research on Artificial Intelligence in education addresses adaptive learning, intelligent tutors, diagnostic tools, recommender systems, classification of learning styles, virtual worlds, gamification, data mining applied to school and chatbot (virtual assistant, conversational agent). Chatbot or chatterbot or conversational agent is an Artificial Intelligence program created to converse with humans using natural language through text or voice, establishing a human-computer interaction. In the academy, data indicate that conversational agents in education contribute to the construction of knowledge, cognitive development and greater student involvement, however, the use of any Artificial Intelligence as a pedagogical tool devoid of any pedagogy tends to succumb, fall into disuse and fall into disuse. forgetfulness. Therefore, this research intends to appropriate the socio-constructivist concepts of Lev Semionovitch Vygotsky. Three pillars support his work: the subject's mental processes arise from social processes; instruments and signs interconnect the understanding of the subject's mental processes. The third is the genetic-experimental method to analyze the cognitive development of the individual. The objective of this research is to analyze whether the principles of Artificial Intelligence in the light of socio-constructivist theory enable the effective customization of the teaching and learning process. The focus of this research is quali-quantitative of an applied nature, with experimental and action research procedures, having the System Usability Scale (SUS) as quantitative data collection, and the semi-structured interview for qualitative data collection. Reflective analysis was the method used in the analysis. As a result, the categories process automation, interesting and quiet, learning and mediation emerged. Finally, the research also resulted in the development of the educational product: a virtual assistant called IF Robot; a chatbot to act as a mediating instrument of educational practices developed by the teacher, making teaching more dynamic.