Avaliação da percepção de professores e estudantes em relação ao feedback semiautomático e recomendações de estudo

Abstract

Educational feedback plays a crucial role in the academic development of students, and the personalization of this feedback can be a powerful tool to enhance the effectiveness of the teaching-learning process. This study proposes the development and evaluation of modules in a system called Partner, designed to provide semi-automated feedback and personalized recommendations for students and to help teachers deliver them. The system is designed to align with the National Common Curricular Base (BNCC), aiding in the adaptation of teaching according to the required competencies and skills. The study focuses on the creation of two main modules in the system: the S-Partner, aimed at students, and the T-Partner, intended for teachers, both offering recommendations based on student performance and their interactions with the content. The methodology involved testing the system in a controlled environment, with the participation of teachers and students, whose data were collected through questionnaires. A statistical analysis was conducted to understand students’ perceptions regarding the ease and usefulness of the feedback and recommendations provided, as well as teachers’ perceptions and acceptance of how they can offer this support through the system. The objective was to assess the system’s acceptance, its applicability, and the improvements it could bring to pedagogical practices. The analysis of the results allowed the identification of the system’s strengths and limitations, suggesting improvements for large-scale implementation.