Work place: Universidade de São Paulo, Brazil
E-mail: claudiadearmas@usp.br
Website: https: //orcid.org//0000-0002-7830-1247
Research Interests:
Biography
Claudia De Armas earned her B.S. degree in Industrial Engineering, specializing in statistical applications, from the University of Technologies José Antonio Echevarría in Cuba, in 2015. She obtained her M.S. degree in Computer Engineering from University of São Paulo (USP), Brazil, in 2020, specializing in the application of virtual reality and augmented reality in education and training. She is currently a Ph.D. researcher focusing on the use of chatbots in Education 4.0 at USP.
By Claudia De Armas Anderson A. A. Silva Fabio S. Oliveira Sergio T. Kofuji Romero Tori Adilson E. Guelfi
DOI: https://doi.org/10.5815/ijeme.2025.02.04, Pub. Date: 8 Apr. 2025
Distance learning as a modality has been growing for some time, however it received a significant boost from 2020. As teachers' activities have increased, Intelligent Virtual Assistants (IVAs) have helped to cope with the high workload and volume of requests. However, IVAs that include modules on empathy and teaching personalization are scarce. In the current work, we intend to map, through a systematic literature review, the level of maturity of the IVAs and how they can include empathy and personalization to improve results in conversations. The study considers a systematic review methodology that analyzes a series of works involving the use of IVAs and empathetic modules, and the platforms, resources, and functionalities available. We demonstrate the relevance of the topic in the scientific area, the diversity of countries involved, and the limitations and challenges that still need to be discussed.
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