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O impacto dos agentes inteligentes no apoio à aprendizagem em EaD: perceções dos estudantes do mPeL sobre o uso do ChatGPT
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Orientador(es)
Resumo(s)
A Inteligência Artificial (IA) tem impulsionado a transformação digital na educação, oferecendo soluções como chatbots e agentes inteligentes, que ampliam a interação entre humanos e máquinas. No contexto da Inteligência Artificial Generativa (IAG), destaca-se o ChatGPT, um modelo desenvolvido pela OpenAI, capaz de gerar conteúdos originais e personalizar a aprendizagem em Educação a Distância (EaD). Desde o seu lançamento em 2022, essa tecnologia tem evoluído, tornando-se uma ferramenta cada vez mais presente no apoio educacional.
Este estudo analisa o impacto dos agentes inteligentes no apoio à aprendizagem em EaD, focando-se nas perceções dos estudantes do Mestrado em Pedagogia do e-Learning (mPeL) de uma instituição de ensino superior a distância. O objetivo principal é compreender como os alunos percecionam o ChatGPT, identificando vantagens, desafios e o seu impacto no envolvimento e motivação.
Com foco no objetivo principal, optou-se pela metodologia de estudo de caso, com questionário online aplicado aos mestrandos das edições 2021-2023, 2022-2024, 2023-2025 e 2024-2026. Os dados foram analisados por meio de técnicas qualitativas e quantitativas, proporcionando uma visão abrangente das perceções dos estudantes.
Espera-se que os resultados deste estudo contribuam para a compreensão do impacto pedagógico do ChatGPT na EaD, oferecendo insights para futuras pesquisas e para a integração da IA generativa no ensino superior, promovendo práticas pedagógicas inovadoras.
Artificial Intelligence (AI) has been driving the digital transformation in education, providing solutions such as chatbots and intelligent agents that enhance human-machine interaction. Within the field of Generative Artificial Intelligence (GAI), ChatGPT stands out as a model developed by OpenAI, capable of generating original content and personalizing learning in Distance Education (DE). Since its launch in 2022, this technology has evolved, becoming an increasingly prevalent tool in educational support. This study examines the impact of intelligent agents in supporting learning in DE, focusing on the perceptions of students in the Master’s in e-Learning Pedagogy (mPeL) at a distance learning higher education institution. The main objective is to understand how students perceive ChatGPT, identifying its advantages, challenges, and its impact on engagement and motivation. To achieve this objective, a case study methodology was adopted, using an online questionnaire applied to master’s students from the 2021-2023, 2022-2024, 2023-2025, and 2024-2026 cohorts. The data were analyzed using qualitative and quantitative techniques, providing a comprehensive view of student perceptions. The results of this study are expected to contribute to understanding the pedagogical impact of ChatGPT in DE, providing insights for future research and the integration of generative AI in higher education, promoting innovative pedagogical practices.
Artificial Intelligence (AI) has been driving the digital transformation in education, providing solutions such as chatbots and intelligent agents that enhance human-machine interaction. Within the field of Generative Artificial Intelligence (GAI), ChatGPT stands out as a model developed by OpenAI, capable of generating original content and personalizing learning in Distance Education (DE). Since its launch in 2022, this technology has evolved, becoming an increasingly prevalent tool in educational support. This study examines the impact of intelligent agents in supporting learning in DE, focusing on the perceptions of students in the Master’s in e-Learning Pedagogy (mPeL) at a distance learning higher education institution. The main objective is to understand how students perceive ChatGPT, identifying its advantages, challenges, and its impact on engagement and motivation. To achieve this objective, a case study methodology was adopted, using an online questionnaire applied to master’s students from the 2021-2023, 2022-2024, 2023-2025, and 2024-2026 cohorts. The data were analyzed using qualitative and quantitative techniques, providing a comprehensive view of student perceptions. The results of this study are expected to contribute to understanding the pedagogical impact of ChatGPT in DE, providing insights for future research and the integration of generative AI in higher education, promoting innovative pedagogical practices.
Descrição
Dissertação de Mestrado em Pedagogia do eLearning, apresentada à Universidade Aberta
Palavras-chave
Inteligência artificial generativa ChatGPT Aprendizagem em EaD Generative artificial intelligence Distance learning
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC