This study explores the integration of Augmented Intelligence (AuI) in Intelligent Tutoring Systems (ITS) to address challenges in Artificial Intelligence in Education (AIED), including teacher involvement, AI reliability, and resource accessibility. We present MathAIde, an ITS that uses computer vision and AI to correct mathematics exercises from student work photos and provide feedback. The system was designed through a collaborative process involving brainstorming with teachers, high-fidelity prototyping, A/B testing, and a real-world case study. Findings emphasize the importance of a teacher-centered, user-driven approach, where AI suggests remediation alternatives while teachers retain decision-making. Results highlight efficiency, usability, and adoption potential in classroom contexts, particularly in resource-limited environments. The study contributes practical insights into designing ITSs that balance user needs and technological feasibility, while advancing AIED research by demonstrating the effectiveness of a mixed-methods, user-centered approach to implementing AuI in educational technologies.

Stakeholder engagement is a key aspect for the successful implementation of Learning Analytics (LA) in Higher Education Institutions (HEIs). Studies in Europe and Latin America (LATAM) indicate that, overall, instructors and students have positive views on LA adoption, but there are differences between their ideal expectations and what they consider realistic in the context of their institutions. So far, very little has been found about stakeholders’ views on LA in Brazilian higher education. By replicating the survey conducted in other countries, in seven Brazilian HEIs, we found convergences both with Europe and LATAM, reinforcing the need for local diagnosis and indicating the risk of assuming a ”LATAM identity”. Our findings contribute to building a corpus of knowledge on stakeholders expectations with a contextualised comprehension of the gaps between ideal and predicted scenarios, which can inform institutional policies for LA implementation in Brazil.

Linking data by finding matching instances in different datasets requires considering many characteristics, such as structural heterogeneity, implicit knowledge, and URI (Uniform Resource Identifier)-oriented identification. The authors propose a context-independent approach to align Linked data through an alignment process based on the ontological model’s components and considering data’s multidimensionality. The researchers experimented with the proposed approach against two methods for aligning linked data in two datasets and evaluated precision, recall, and f-measure metrics. The authors also conducted a case study in a real scenario considering a Brazilian publication dataset on computers and education. This study’s results indicate that the proposed approach overcomes the other methods (regarding the precision, recall, and f-measure metrics), requiring less work when changing the dataset domain. This work’s main contributions include enabling real datasets to be semi-automatically linked, presenting an approach capable of calculating resource similarity.

Educational technologies have been increasingly used in medical education to promote innovative pedagogical strategies in classroom. However, the medical scientific community still lacks a comprehensive understanding on how educational technologies are used in medical education. The objective of this work is to explore what types of technologies are employed in medical education, aiming to identify in which domains they have been applied and the reported evidence of using educational technologies in medical education. We conducted a Systematic Literature Review (SLR) to identify the primary studies on the use of educational technologies in medical education, following a pre-defined review protocol. One hundred sixty-eight papers were selected, covering nine types of education technologies, which were applied in more than 40 medical domains. Moreover, our SLR results also show that most of the papers included in this SLR reported positive evidence about the benefits of using these technologies in medical domain.

Teachers are increasingly demanding to be active users of gamified intelligent tutoring systems (ITS). To effectively help teachers to use such systems, it is needed to provide simple and usable solutions for them without requiring advanced technical skills. In this work, we propose an authoring solution to help teachers in the design of gamified ITS. We evaluate our solution using a controlled experiment varying some features of the authoring proposal (template or scratch) with respect to ten metrics in the context of teachers and lecturers in Brazil. The results of this experiment allowed us to state that (i) authoring gamified ITS by using template requires much less time than from scratch; and (ii) there is no difference in the use or not of template for authoring gamified ITS with regards to the other metrics (e.g, perceived ease of use and usability, complexity, etc), but teachers have a high acceptance for all these metrics. The results found are of great importance since they might help teachers to design gamified ITS in a few minutes.

To develop new methodologies for electrocardiogram (ECG) teaching and considering the benefits of intelligent tutoring systems (ITSs) and the use of gamification in medical education, the exploration of the integrated use of all these technologies are justifiable. Prototypes of ITS graphic design probed ECG instructor were submitted to preliminary usability assessment by professionals and students linked to social technologies. The models were considered intuitive and with good functionalities, however, improvement in the design and aesthetic aspects is needed. Adjustments to the system requirements must be made and a new stage of evaluation of the prototypes carried out by potential users.

This research applies educational recommendations based on the five official correction criteria for the ENEM result, to improve writing. We developed a tool that uses peer assessment techniques to recommend pedagogical tasks to students' groups resulting from the application of clustering technique on 2012 ENEM data. The validation of these recommendations was made in an experiment with three cycles, where students had to: (1) write an essay; (2) evaluate essays from their peers; (3) follow the pedagogical recommendations received. We found that the strategic model of recommendation used in this study, enabled a measurable gain in quality of textual production.

The development and use of ontologies in creating more intelligent and effective applications have increased in recent years. This rise in popularity is due to the potential of ontologies in providing semantics for the data consumed by machines, allowing them to reason on these data. Providing sophisticated tools that improve the development of applications based on RDF and OWL can further accelerate the adoption of the Semantic Web. In this context, some types of ontology tools have been proposed, for instance, ontology editors, ontology reasoners, triple store tools, RDF frameworks and object triple mapping (OTM) systems. In particular, OTM systems (e.g., AliBaba, KOMMA, JOINT and so on) are of utmost importance for developing ontology-based applications through the object-oriented paradigm. They map RDF triples into data objects, enabling developers to handle RDF triples as objects in object-oriented applications. In a similar way, developers of relational database applications have been using object-relational mapping (ORM) systems, for example Hibernate, to map relational databases into objects as well as to manage the object states. The main object state that Hibernate provides is the detached one; however, except for Empire, current OTM systems do not provide detached objects. The great difference between these two types of objects is that the former one has its life cycle independent of the underlying database connection, while the latter one is bound to the connection. In this way, this paper presents an object triple mapping system that supports detached objects, named JOINT-Detached (JOINT-DE). By using JOINT-DE, developers of ontology-based applications can (i) use the objects coming from the triple store as objects of the business model, (ii) use such objects as data transfer objects (DTOs) between subsystems, and (iii) use of less resources (triple store connections) to load object properties. To evaluate the proposed tool, we first describe how we conducted an experiment to empirically compare our tool with another OTM widely used by the community. We measure performance and memory usage regarding create, retrieve and update operations. Our results indicate that: (1) JOINT-DE has better performance results in all three operations; (2) JOINT-DE has an advantage over AliBaba with respect to the memory usage in the retrieve operation; (3) AliBaba uses less memory than JOINT-DE in the update operation; and (4) we could not find statistically significant differences between the tools regarding memory usage in the create operation. Finally, to illustrate the benefits of the proposed system, a case study of a real application is presented, outlining the architectural limitations of the application using an existing OTM in the literature, as well as showing positive results to the use of JOINT-DE.

Requirements Engineering and Architectural Design are activities of the software development process that are strongly related and intertwined. Thus, providing effective methods of integration between requirements and architecture is an important Software Engineering challenge. In this context, the STREAM process presents a model-driven approach to generate early software architecture models from requirements models. Despite being a systematic derivation approach, STREAM does not support the documentation of architectural decisions and their corresponding rationale. Recent studies in the software architecture community have stressed the need to treat architectural design decisions and their rationale as first class citizens in software architecture specification. In this paper we define an extension of this process, named STREAM-ADD (Strategy for Transition between Requirements and Architectural Models with Architectural Decisions Documentation). This extended process aims to systematize the documentation of architectural decisions by the time they are made and to support the refinement of the architecture according to such decisions. In order to illustrate our approach, it was applied for creating the architecture specification of a route-planning system.