Construction of a Socio-affective Profile Model of Students in a Virtual Learning Environment

Barvinski, Carla Adriana; Ferreira, Gislaine Rossetti Madureira; Machado, Letícia Rocha; Longhi, Magalí Teresinha; Behar, Patrícia Alejandra

doi:10.1007/978-981-13-8260-4_15

Cited by 9 publications

(8 citation statements)

References 16 publications

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“…For the affective indicator "satisfied", it can be concluded that in most scenarios (18) when the student is in this quadrant, they are also "collaborative". On the other hand, in most scenarios (8) where the student is in the "discouraged" quadrant, they were also in the "collaboration" and "popularity" indicator.…”

Section: Resultsmentioning

confidence: 97%

“…Primarily the recognition of the students' affective manifestations and the interactions possible in these spaces. This information can provide teachers with essential elements to meet the demands of their students by offering them adequate help [8]. The need to analyze the interactions performed in these spaces is necessary in order to enhance the relationships that occur in the teaching and learning processes, understand the interests and particularities of the students, and bring the actors involved closer together.…”

Section: Introductionmentioning

confidence: 99%

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Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

Akazaki

Machado

Silva³

et al. 2020

Int J Innov Educ Res

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Virtual courses are increasingly being offered in Brazil, making it imperative to develop technological resources and research to help in the teaching and learning processes in this modality. One approach is to analyze student's socio-affective profile in Virtual Learning Environments (VLE). The co-operative learning network (ROODA) VLE has two features called the Social Map (SM) and Affective Map (AM), which can both contribute to the visualization of data regarding social interaction indicators and students' moods in the environment. The SM presents the social relations formed through indicators, which are the absence; collaboration; the distance from the class; evasion; informal groups and popularity, enabling the identification of the participating subjects in the form of sociograms. The AM identifies students' moods graphically through indicators, which are excitement, discouragement, satisfaction, and dissatisfaction. Thus, this article aims to map the possible recurrent socio-affective scenarios in a VLE using Learning Analytics (LA). LA is defined as measurement, collection, analysis, and reporting of data about students and their contexts to understand as well as optimize learning and the environments in which it occurs. It can also contribute to the understanding of student's learning profile, based on social and affective aspects, thus allowing the teacher to develop pedagogical strategies consistent with the needs of each subject. The importance of integrating the possible social and affective scenarios was verified using LA, making it possible to deepen the comprehension of the subjective and qualitative questions regarding the students' interactions in the VLE. In this study, the scenarios are understood as the intersection between the Affective Map and Social Map indicators identified in a VLE. It has both a qualitative and quantitative approach. The choice is qualitatively justified because the research object involves social and affective phenomena that were subjectively expressed in texts and social interactions manifested in the ROODA VLE. It is quantitatively justified by the need to measure the mapping of socio-affective indicators through social parameters and moods applying LA. The subjects were undergraduate students who participated in distance learning courses at a Brazilian public university that used the ROODA VLE in the second semester of 2019. Data were collected from social and affective maps to identify if there was a relationship between them. As a result, based on the existing indicators of social interactions and moods, the socio-affective indicators were created using LA in order to analyze the students’ behavior in relation to the forms of interaction and communication that occur in the ROODA VLE.

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Section: Resultsmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

Akazaki

Machado

Silva³

et al. 2020

Int J Innov Educ Res

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“…The SM presents the relationships in the VLE through the display of sociograms, that is, graphical representations of the social interactions of a group in the environment, enabling the visualization of the position of individuals in the group and the core of relationships that are simultaneously formed around them (Behar et al, 2019). Thus, by means of a sociogram, one can perceive the social position of each participant and its relationship with the rest of the group (Longhi, 2011) through the calculation of the degree of each person social indicator: Absence, Collaboration, Feelings of separation from the class, Drop out, Informal Groups and Popularity (Barvinski et al, 2019), as illustrated in Fig. 1.…”

Section: Virtual Learning Environment Rooda: Social and Affective Mapsmentioning

confidence: 99%

Pedagogical Strategies Based on Socio-affective Scenarios: An Outlook Based on Personalized Teaching in a Virtual Learning Environment

Akazaki¹,

Slodkowski²,

Machado³

et al. 2022

Informatics in Education

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The objective of this article is to present the creation process of Pedagogical Strategies (PS) based on Socio-affective Scenarios mapped in a Virtual Learning Environment (VLE). Every year, enterprises are looking for new technologies that can improve the skills of their collaborators, bringing VLE resources to e-training formations. The PSs are actions carried out by professors or manager in their practice, both for e-learning and e-training. In order to develop a PS, it is important to consider the socio-affective profile. For data inference were used: Social and Affective Map. Using these two tools, 38 Socio-affective Scenarios were mapped and their strategies were developed. This study utilizes an applied qualitative approach. As a result, a total of 228 PSs based on Socio-affective Scenarios were developed by 15 specialist professors. Its main contribution is the creation of PS based on criteria that can be adapted to be applied in the industry context.

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“…Dessa forma, acredita-se que a posse de tais informações pode fornecer ao professor elementos essenciais para suprir as demandas de seus alunos. Assim, com o intuito de potencializar as relações que ocorrem nos processos de ensino e aprendizagem, compreender os interesses e as necessidades dos alunos, e aproximar os atores envolvidos, surgiu a necessidade de uma análise das interações realizadas nestes espaços (BARVINSKI et al, 2019).…”

Section: Contextualizaçãounclassified

Criação de funcionalidades no ROODA: um foco nos aspectos socioafetivos em ambientes virtuais de aprendizagem

Akazaki¹,

Barvinski²,

Ferreira³

et al. 2019

Anais Do Workshop De Desafios Da Computação Aplicada À Educação (DesafIE! 2019)

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This article presents the importance of considering the social and affective dimensions that occur in Distance Learning. Thus, it is intended to develop four functionalities for the Virtual Learning Environment of the Cooperative Learning Network (VLECLN) which are the socio-affective combination, the recommendation system, the pedagogical model and the socio-affective map. As a result, it is expected that by providing VLECLN with new features, it will be possible to create pedagogical practices more sensitive to the educational paradigm.

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Construction of a Socio-affective Profile Model of Students in a Virtual Learning Environment

Cited by 9 publications

References 16 publications

Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

Learning Analytics in a Virtual Learning Environment: the challenge of mapping socio-affective scenarios

Pedagogical Strategies Based on Socio-affective Scenarios: An Outlook Based on Personalized Teaching in a Virtual Learning Environment

Criação de funcionalidades no ROODA: um foco nos aspectos socioafetivos em ambientes virtuais de aprendizagem

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