Indicadores de aprendizaje adaptativo en entornos virtuales de aprendizaje: Revisión Sistemática de la Literatura

Abstract

Digital Information and Communication Technologies act as partners in the educational context, making it more dynamic through Virtual Learning Environments (VLEs). The adaptive system is based on technological solutions/tools, which allow the customization of teaching processes according to the student's singularities. Therefore, we conducted a systematic literature review (SLR) to elucidate which educational performance indicators best guide adaptive learning in virtual learning environments. To this end, we adopted the principles of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as a systematic review protocol, and as operational support, we used the online tool Parsifal. The initial database search - IEEE, ACM, and Scopus - returned 276 articles. After filtering based on the protocol, 16 articles remained part of the analysis and discussion corpus. The RSL results indicate that most of the indicators used to guide activities are based on the correctness and error of the questions. This shows that there is still much to be implemented in learning adaptability in virtual environments; for a more holistic assessment of learning, it is necessary to consider an integrated set of these indicators and not just individualized analyses.