Percepção de Carga de Trabalho no Envio de Feedback para Dashboards e Learning Analytics - Um Experimento Controlado com Professores

Abstract

E-learning has used information technologies to enhance education via the internet. With an 87% increase in enrollments in Distance Education since 2014, the modality has surpassed face-to-face teaching in terms of vacancies since 2020, reflecting the adaptability of institu tions to the digital world. Thus, teachers have faced challenges regarding increased workload due to managing interactions in virtual environments. In this context, this dissertation inves tigates the perception of teachers in relation to their cognitive effort and time dedicated to creating and sending feedback on an educational platform simulated through Artificial Intel ligence and Learning Analytics. This study will compare three groups of teachers, using one of the environments (manual - AM, automated - AA and semi-automated - AS) to monitor a simulated educational platform. The aim is to optimize the educational process, making feedback management more efficient, without overloading education professionals. In this study, 98 participating teachers randomly assessed their perception of cognitive effort and time dedicated to creating and sending feedback to students on the platform through a questionnaire. Several statistical tests were applied, such as Kolmogorov-Sm irnov and Levene, aiming to understand the distribution of data, and NASA TLX was used to evaluate the workload perceived by teachers. The results revealed that the ANOVA test highlighted discrepancies in certain environments and factors. In the general assessment, there was a significant statistical difference between AM and AA, with p-value = 0.060 and between the same environments, with p-value = 0.065 for the dimensions of physical and temporal de mand, respectively, below the p-value threshold=0.1. When evaluating teachers by gender, for women there was a significant statistical difference between AS and AM, with a p-value of 0.053 and between both genders for AS, with a p-value of 0.046 for the dimension of physical demand. The AS in most tests was between AA and AM. Notably, AA influenced certain aspects compared to AM. Research suggests that the type of feedback environment can affect teachers’ workload, varying according to specific factors and regardless of gender.