Navigating in the Digital Age: The Impact of Artificial Intelligence on Distance Learning
DOI:
https://doi.org/10.51473/rcmos.v1i1.2024.493Keywords:
Artificial Intelligence. Distance Education. Personalized Learning.Abstract
This study investigates the integration of Artificial Intelligence (AI) in the context of distance learning, inspired by successful initiatives, such as the Frankie Project in Basic Education. Its objective is to analyze the practical implications, advantages and challenges of adopting AI in online educational environments. A detailed analysis is performed, highlighting examples of adaptive learning systems as promising models. These systems demonstrate the ability to personalize instruction to individual student needs while providing valuable insights through predictive analytics. However, when exploring these opportunities, important questions also arise to consider. For example, data privacy emerges as a significant concern, especially in the context of collecting and analyzing students’ personal information. Furthermore, the need for teacher training for the effective integration of AI into the educational curriculum is highlighted, as is the importance of ensuring equity in access to technology among all students. To overcome these challenges, it is concluded that a collaborative and multidisciplinary approach is essential. Collaboration between educators, researchers, technology developers, and other stakeholders can help address obstacles and maximize the benefits of AI in distance education. Ultimately, the study highlights the transformative potential of AI to improve the effectiveness and accessibility of distance learning, thus reinforcing the importance of a careful and ethical approach when integrating this technology into the educational environment.
Downloads
References
Soares, P. C., Lacerda, Q., R., Machado, L., P., & Ferrentini, S., F. (2018). Projeto Frankie: uma proposta para o ensino de Inteligência Artificial na Educação Básica. Nuevas Ideas en Informática Educativa, 14, 493-498.
Possolli, G. E., et al. (2015). Ambiente Virtual de Aprendizagem como ferramenta de apoio ao ensino presencial: relato de experiência no trabalho de conclusão de curso. In CONGRESSO NACIONAL DE EDUCAÇÃO. Curitiba, PR: EDUCERE. Recuperado de http://educere.bruc.com.br/arquivo/pdf2015/17821_7701.pdf
Preuss, E., Barone, D. A. C., & Henriques, R. V. B. (2020). Uso de Técnicas de Inteligência Artificial num Sistema de Mesa Tangível. In Workshop de informática na escola, n. 26, (pp. 439-448). Porto Alegre: Sociedade Brasileira de Computação. http://doi.org/10.5753/cbie.wie.2020.439
Ramos, S. K., Barbosa, L. S. O., Lira, B. W., Pinheiro, J. M. B., Santos, P. I., & Borges, M. I. V. C. (2023). Inteligência Artificial e seus impactos na Educação: uma revisão sistemática. RECIMA21 - Revista Científica Multidisciplinar, 4(11). http://doi.org/10.47820/recima21.v4i11.4353
Rizzato, A. C., & Nunes, F. L. S. (2015). Realidade virtual aplicada à educação: reflexões sobre o estado da arte e o futuro. ResearchGate. Recuperado de https://www.researchgate.net/publication/328686410_Artificial_Intelligence_and_its_Implications_in_Education
Downloads
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 Rodrigo Rodrigues Pedra, Anderson Amaro Vieira, Olavo Falcão Martins, Paulo Edson Cutrim Silva, Rutineia dos Santos Baldassini (Autor/in)
This work is licensed under a Creative Commons Attribution 4.0 International License.