C.R. Cervi1, L.A. Brock1, R. Galante2, J. Palazzo M. de Oliveira2

1University of Passo Fundo (BRAZIL)
2University Federal of Rio Grande do Sul (BRAZIL)
Currently, information technology, communication and interaction are important allies of the learning process. Increasingly, teachers and students are close to resources such as tablets, smartphones, virtual labs, virtual learning environments and other technologies that are strongly focused on improving the quality of education.

The technologies are not intended to replace traditional methods of learning or substitute teacher. Your goal is to create a tool to support the learning process for the student and create opportunities in an environment where he can better develop their skills.

While students are awakened to a new form of learning, the teacher is able to better monitor the evolution or involution of the students. This is possible only if you have at their disposal a tool that monitors the learning process and generates data for the teacher to intervene on behalf of students.

In this context, we propose a computational tool which aims to analyze the student's behavior in inherent aspect of the learning process. The tool consists of an environment where the teacher prepares questions that are presented to students. Questions can be multiple choice, true or false, columns relate and association. Students answer questions using laptops, tablets, smartphones, desktops or any other device that is connected to internet.

At the time of formulating the questions the teacher can assign weights answers. The weights can be 1, 2, 3, 4 and 5, where 5 is the correct answer and 4, 3, 2 and 1 represent the wrong answers. Wrong answers are arranged this way so that the teacher can analyze the behavior of the student to answer questions. If the student marks the answer 4 mean he almost hit. If you check the response of 1 means that the very big mistake. As the tool enables graphically analyze student responses and generate statistics about the evolution or involution of the students, the teacher can identify how the student is answering the questions and what is their level of trial and error. This is important for the teacher to have time to make a unique work with students who have problems in relation to learning.

We believe that our proposal can significantly improve the learning process. Our tool gives conditions for the teacher to identify student behavior to achieve a differentiated work with those who are not performing well in their discipline.