Indicadores de aprendizaje adaptativo en entornos virtuales de aprendizaje: Revisión Sistemática de la Literatura
DOI:
https://doi.org/10.17398/1695-288X.23.2.69Palabras clave:
Evaluación Adaptativa; Instrucción asistida por computadora; Actividades Individuales; instrucción individual; Actividades de aprendizajeResumen
Las Tecnologías Digitales de la Información y la Comunicación actúan como aliadas del contexto educativo, dinamizándolo a través de los Entornos Virtuales de Aprendizaje. El sistema adaptativo se basa en soluciones/herramientas tecnológicas, que permiten personalizar los procesos de enseñanza según las singularidades del alumno. Por lo tanto, llevamos a cabo una Revisión Sistemática de la Literatura (RSL) para aclarar qué indicadores de desempeño educativo son los más utilizados para guiar el aprendizaje adaptativo en entornos virtuales de aprendizaje. Para eso, adoptamos los principios de Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) para nuestro protocolo de revisión sistemática, y como soporte operativo utilizamos la herramienta en línea Parsifal. Los trabajos seleccionados y filtrados por la evaluación cualitativa, en su mayoría, presentan el error y el acierto como métrica para decidir qué camino debe tomar el estudiante y así permitir que se produzca el aprendizaje adaptativo en entornos virtuales de aprendizaje. Así, queda mucho por implementar en cuanto a la adaptabilidad del aprendizaje en entornos virtuales, ya que la mayoría de los indicadores utilizados para dirigir las actividades son aciertos y errores, considerando métricas individualizadas, en lugar de considerar un conjunto integrado de estos para una evaluación más holística del aprendizaje.
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Derechos de autor 2024 Andréia dos Santos Sachete, Raquel Salcedo Gomes, Alberto Bastos Canto Filho, José Valdeni de Lima
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