Análise da confiança de estudantes de ambientes virtuais de aprendizagem em itens oferecidos por sistemas de recomendação

Abstract

Virtual learning environments were developed as an online way for students to interact with their teachers, peers and course content. These environments have pedagogical resources in quantity and diversity, allowing for recommendations of these to students, based on their respective needs, in addition to the skills that should be developed. However, there are limitations in these recommendation systems in virtual learning environments, especially in relation to the quality of recommendations, leading to problems regarding the acceptance of recommendations by students. One of the factors that can lead to non-acceptance of received recommendations is lack of trust. One possible approach to this problem is to explain to students how this recommendation was created. For this, we intend to identify whether there is a difference in the students' confidence in recommendations: (1) with personalized explanation according to the student's own performance and interaction; (2) with personalized explanation according to the performance and interaction of the class. To evaluate our research, we performed an experiment to assess the preference and perception of higher education students regarding the explanation of the recommendations sent by the online learning environment. For this, we performed an experiment and used data from these students' interactions with the content of an online introductory computer course. From this data, we select the data of a student with problems in their performance and interaction, and we generate recommendations aligned with their needs. We then create explanations for these recommendations and assess, through a survey, the impact of student confidence in the pedagogical recommendations generated in a personalized way for the student and the class. We hope with this work to contribute to an improvement in the quality of recommendations and to increase students' confidence in pedagogical recommendations in virtual learning environments.