Applicazione dell'analisi dell'apprendimento nelle scuole europee di formazione generale: Revisione teorica
DOI:
https://doi.org/10.61007/QdC.2023.2.119Parole chiave:
learning analytics, scuole europee, tecnologie educative nelle scuoleAbstract
L'uso crescente della tecnologia nell'istruzione va di pari passo con le aree dell'analisi dell'apprendimento e dell'intelligenza artificiale nell'istruzione, con particolare attenzione a come i dati possono essere utilizzati per migliorare il processo di insegnamento/apprendimento. Nell'ultimo decennio, nell'Unione Europea si è discusso molto di dati e di istruzione basata sull'evidenza, di gestione scolastica e di gestione del sistema educativo. I dati vengono utilizzati per prendere decisioni sistematiche sulla politica educativa a livello nazionale o regionale, per preparare piani di miglioramento della scuola, per considerare i processi educativi di una classe o di uno specifico studente. L'intelligenza artificiale e l'analisi dell'apprendimento stanno diventando i metodi più diffusi per analizzare i dati raccolti negli ambienti di apprendimento digitali per supportare insegnanti e studenti nel loro apprendimento. Tuttavia, a livello europeo si sottolinea che non è stata trovata quasi nessuna ricerca che abbia risposto alla domanda su come la learning analytics possa essere applicata nelle scuole di istruzione generale al fine di migliorare le attività scolastiche. Lo scopo del saggio scientifico è quello di presentare una rassegna della letteratura sulla ricerca in materia di learning analytics e di esplorare esempi di applicazione della learning analytics nell'istruzione generale. Di conseguenza, questo saggio fornisce una revisione completa della letteratura che copre questi aspetti. La ricerca degli articoli è stata effettuata tramite Google Scholar, EBSCO Research Database e Scopus Preview. In generale, sono stati analizzati più di 157 articoli datati dal 2006 al 2022 sul tema della learning analytics. I risultati della ricerca rivelano che gli strumenti di analisi dell'apprendimento non devono solo includere soluzioni tecnologiche e pedagogiche efficaci, ma è importante considerare molti fattori contestuali e umani per rispondere alle domande sul perché e sul come verranno utilizzati, nonché da chi e in quale contesto.
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