Computer Assisted Education and Psychology of Learning
DOI:
https://doi.org/10.14295/idonline.v18iN70.3961Keywords:
computer-assisted education, psychology, learningAbstract
This study addressed the interaction between Computer Assisted Education (CSE) and Learning Psychology, aiming to understand its effects on student performance, engagement and satisfaction. Using a mixed methodology, participants involved with EAC were selected, with data collected through questionnaires and interviews. Quantitative analyzes indicated improvements in academic performance and student engagement, while qualitative analyzes highlighted the appreciation of the flexibility and personalization that EAC offers. Challenges such as the need for digital skills and efficient instructional design were also identified. The results suggest that EAC can significantly enrich the educational process, emphasizing the importance of pedagogical strategies that integrate technology effectively and the need for policies that facilitate the adoption of EAC, ensuring its access and effectiveness for all students.
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Copyright (c) 2024 Keny Lucas da Silva Goes, Jadislene Estevam da Silva Costa, Jadna Cleia Estevam da Silva Goes
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