Adaptation resources in virtual learning environments under constructivist approach: A systematic review

Distance Education is a modality widely used in the teaching-learning processes. To support the distance education or blended courses there are educational environments called Virtual Learning Environments (VLEs). These environments support the process of communication between students, teachers, tutors, and the community, allowing everyone to participate in an interactive mode and with availability of teaching materials, both in academia and in the corporate environment. Also, there are several techniques for adaptation resources for students in VLEs found in literature like context-awareness, collaborative learning, and adaptation by Artificial Intelligence (AI) technologies, such as agents and ontologies. Thus, this paper aims to summarize the information obtained in the literature about educational adaptation to students in VLEs supported by a pedagogical theory. For pedagogical theory, Piaget Constructivism was chosen. To obtain this information in literature, a Systematic Review was performed in order to answer three research questions. The results and analyses of the review are also discussed. This study intends to contribute with designers and developers of educational applications, giving a broad view of the area of adaptation resources supported by Constructivism and making some recommendations.