Gamificação com inteligência artificial em entomologia

Abstract

Artificial intelligence bots are considered Digital Information and Communication Technologies (DICT) and can be exploited as highly relevant resources for teaching, especially digital learning, as these chatbots can communicate efficiently with humans, possessing interactive capabilities, whether via text or voice, providing various service modalities with structured and rapid instant messaging. With innovative DICT, this work proposed the use of a gamified chatbot for teaching activities in Entomology with Agronomy students at CCA/UFPB, utilizing game-based mechanisms for diagnostic assessment and resolution of practical entomological problems in a real, non-game environment. Thus, the overall objective of this implementation was to map individual students' strengths and challenges in the periods leading up to the presentation of the topics/assessments. To this end, a bot was implemented to be used as a motivation, engagement, and diagnostic assessment tool in General and Applied Entomology courses. The dynamics used gamified activities related to insect morphology, taxonomy, and physiology. Students entered the keyword to enter the diagnostic assessment, after which a gamified quiz was made available. Question progression occurred linearly, according to the difficulty level and the students' assertions. Throughout the interactions, students were able to access the correct answers. Gamification mechanics were introduced into the assessments. At the end of the quiz, students completed a self-assessment to later clarify any doubts with the course monitor. If they entered the keyword incorrectly, the robot signaled with a "fallback" message. The quality of the service provided by the robot was assessed using a questionnaire using the original 5-point Likert scale. The data were analyzed qualitatively and quantitatively, transforming the scores into a weighted average using a descriptive analysis conducted in R. The evaluation of the quality of the service provided by the robot revealed that 95.4% of users considered the robot to provide satisfactory service, receiving a weighted average of 4.07 (1- 5 Likert scale). Furthermore, over 90% of the students identified no limitations in the robot's responses. The proposed action was highly relevant for promoting innovation in Entomology education because it was interconnected with artificial intelligence, fostering propulsion and transversality based on computer engineering, arts, and digital media, something little explored in Agricultural Sciences.