This paper proposes a process based on learning analytics and recommender systems targeted at making suggestions to students about their remote laboratories activities and providing insights to all stakeholders taking part in the learning process. To apply the process, a log with requests and responses of remote experiments from the VISIR project were analyzed. A request is the setup of the experiment including the assembled circuits and the configurations of the measuring equipment. In turn, a response is a message provided by the measurement server indicating measures or an error when it is not possible to execute the experiment. Along the two phases of analysis, the log was analyzed and summarized in order to provide insights about students' experiments. In addition, there is a recommendation service responsible for analyzing the requests thus returning, in case of error, precise information about the assembly of circuits or configurations. The evaluation of the process is consistent in what regards its ability to afford recommendations to the students as they carry out the experiments. Moreover, the summarized information intends to offer teachers means to better understand and develop strategies to scaffold students' learning.
Resumo. Este artigo apresenta um protótipo criado para ensino de lógica de programação, robótica e eletrônica básica por dispositivos móveis que usa linguagem de programação visual construída por blocos para controle de um laboratório remoto de Arduino, com vista ao auxílio de disciplinas que se relacionem asáreas STEM. O protótipo chamado de block.ino consiste em uma interface adaptada para desenvolvimento de progamas computacionais para uma placa Arduino controlando sensores e atuadores por meio de acesso remoto ao recurso. Ao final deste artigo, apresenta-se a relevância deste protótipo no cenário educacional considerando seu público alvo de alunos de ensino fundamental II e ensino médio.
This paper presents a process based on learning analytics and recommender systems with the objective of analyzing student assessment in order to provide clues that can help teachers in scaffolding the students' performance. For this, a set of tests was used to evaluate students' competence in direct current circuits. The tests had multiple versions and to solve them each student had to use multiple approaches. The results indicate a better performance in calculus and simulations approaches when compared with hands-on and remote laboratories approaches. The analyses also provide support for the recommendation step allowing the configuration of a knowledge base. The process as a whole is consistent in what regards its ability to make suggestions to the students as they complete a given test and to provide teachers with information that can help them formulate strategies to positively impact students' learning.
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