Pedagogical Strategies Based on Socio-Affective Scenarios in Distance

Education: A Look from the Perspective of Tutors

Jacqueline Mayumi Akazaki

, Eurídice Segaspini Peixoto

Letícia Sophia Rocha Machado

1,2 c

Patricia Alejandra Behar

1,2 d

and Andrio dos Santos Pinto

Postgraduate Program in Informatics in Education, Federal University of Rio Grande do Sul, Rio Grande do Sul, Brazil

Postgraduate Program in Education, Federal University of Rio Grande do Sul, Rio Grande do Sul, Brazil

Keywords: Tutors, Pedagogical Strategies, Distance Education, Socio-Affective Scenarios.

Abstract: This article aims to identify the perceptions of tutors in the application of Pedagogical Strategies (PS) based

on Socio-affective Scenarios in Distance Education (DE). Socio-affective Scenarios are the mapping of social

indicators and moods. PS are actions conducted by teachers or tutors to try to personalize teaching in DE with

the aim of minimizing cases of drop out. In this context, the methodology was developed in a qualitative

approach. The target audience was eight tutors who applied PS in two undergraduate courses at a Brazilian

Public University. To participate in the study, the tutors answered an online questionnaire, which represented

the data collection instrument. As a result, the tutors considered it important to use PSs in their classes because

they allowed for increased social interactions, greater collaboration, engagement and participation of students.

1 INTRODUCTION

Distance Education (DE) uses tools to mediate

teaching, such as Virtual Learning Environments

(VLE). In VLEs, pedagogical actions are constituted

by the participation of the teachers and tutors. They

have specific responsibilities that, when combined,

complement each other. From the teacher's

perspective, students need to develop autonomy and

discipline as they organize their study routine. In this

context, it is essential that trainers, teachers, and

tutors make their classes more dynamic, prepare

curricular content, teaching materials, and

pedagogical procedures, and evaluate and carry out

academic management of the teaching and learning

process (Kirsch and Veloso, 2024).

VLE tutors have responsibilities related to

mediating participation, suggesting studies,

answering questions, providing guidance, and

helping with possible difficulties in using

technologies (Mattar et al., 2020). Furthermore, by

having frequent contact with students, tutors can

https://orcid.org/0000-0001-6814-7429

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https://orcid.org/0009-0001-5083-5204

better understand their experiences, difficulties, and

achievements, leading to integration that is more

effective into the educational institution (Fraga,

2020). In view of this, the tutor is responsible for

performing multiple tasks, acting in academic and

technical support, in emotional support, playing a

fundamental role in motivating and monitoring

students. It is possible that in this process of being

close to the students' journey, the tutor can generate

bonds, creating a closer and supportive relationship.

This closeness can be built by promoting a pleasant

learning environment, causing a feeling of well-being

(Aguiar and Grossi, 2024).

In VLEs, interaction with others occurs through

platform resources. One of the challenges is being

able to analyze facial expressions, voice intonation,

and body language, and the presence of the colleague

is identified through communication in Forums,

Chats, etc. Active exchange between subjects is very

important because it is through this that individuals

can engage in the learning process (Coelho and

Tedesco, 2017).

784

Akazaki, J. M., Peixoto, E. S., Machado, L. S. R., Behar, P. A. and Pinto, A. S.

Pedagogical Strategies Based on Socio-Affective Scenarios in Distance Education: A Look from the Perspective of Tutors.

DOI: 10.5220/0013342300003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 784-791

ISBN: 978-989-758-746-7; ISSN: 2184-5026

One of the possibilities for tutors to establish

rapport with students is through the application of

Pedagogical Strategies based on Socio-affective

Scenarios, which are actions that teachers or tutors

can use in VLEs to try to personalize teaching and

bring the actors involved closer together. Pedagogical

Strategies (PS) are defined as the way each teacher

puts their personal pedagogical model into practice,

that is, teachers can structure different strategies that

aim to promote and mediate their students' learning

(Ribeiro, 2019).

In this context, Socio-affective Scenarios are

formed by the combination of social exchanges

arising from the Social Map and affective aspects of

the Affective Map of students in the Cooperative

Learning Network VLE (abbreviated in Portuguese:

ROODA) (Akazaki, Machado and Behar, 2022).

Therefore, the objective of this article is to

identify the perceptions of tutors in the application of

Pedagogical Strategies based on Socio-affective

Scenarios in Distance Education (DE). The work is

organized into eight sections. The next section

describes the Theoretical Basis. The third section

explains the ROODA VLE, the Social Map and the

Affective Map. The fourth section explains the Socio-

affective Scenarios based on Learning Analytics. The

fifth section presents the Pedagogical Strategies

based on Socio-affective Scenarios. The sixth section

describes the methodology. The seventh section

analyzes and discusses the results, and the last section

lists the conclusions.

2 THEORETICAL BASIS

The following articles were extracted from two

Systematic Literature Reviews (SLR) that sought to

identify social and affective aspects similar to the

proposal of this research, making it possible to carry

out analyses regarding its development, make

comparisons and project perspectives for the study. It

is important to emphasize that no investigation was

found that addressed the social and affective aspects

together, so it was necessary to carry out the SLR

separately.

In the SLR on social interactions in DE, the aim

was to analyze the indicators and how they were

inferred. Thus, the study by Armah, Bervell and

Bonsu (2023) verified the presence of teachers,

cognitive, social, students, and satisfaction with the

online course.

These are used in this The work by Benabbes et

al. (2023) analyzed engagement in learning,

considering the total number of posts made in the

Forum and the time spent in the VLE. Authors Karsli

and Karaman (2024) examined students' experiences

of interaction with content and the factors that affect

the level of interaction, appreciation, and

participation in DE. Thus, it is possible to verify that

the analysis of social interactions in DE can be done

through indicators.

The investigation by Armah, Bervell, and Bonsu

(2023) examined questionnaire responses by

applying Partial Least Squares Structural Equation

Modeling. The study by Benabbes et al. (2023) used

an unsupervised clustering technique, based on the

student dataset according to their level of

engagement.

The research by Karsli and Karaman (2024)

analyzed the interaction of students with the content

in a VLE and applied semi-structured interviews with

the students. The data obtained were examined using

descriptive analysis and content analysis. In this

regard, it was noted that the focus on monitoring

students' social interactions is still a recent practice,

given that, in some platforms, this data is still

insufficient.

In the SLR on affective aspects, we sought to

understand what the methods are and how they are

measured. The author Fırat (2022) adopted

descriptive statistics using the t-test, Mann-Whitney

U test, Pearson's correlation coefficient, and linear

regression. The article by Vlachogianni and Tselios

(2022) investigated the data obtained from the three

questionnaires (Big Five, System Usability Scale, and

demographic) with Cronbach's Alpha. In turn, Peng

and Dutta (2023) applied the Delphi method to

conceptualize the research structure and Structural

Equation Modeling to explore personality traits.

The work by Fırat (2022) analyzed two scales, the

Big Five and the e-Learning Autonomy Scale to

measure the affective aspects. The investigation by

Vlachogianni and Tselios (2022) adopted the System

Usability Scale, Big Five, and a demographic

questionnaire. The authors Peng and Dutta (2023)

requested the completion of the Big Five model.

Thus, by examining the publications, it was possible

to verify that all of them require the student to

complete at least one questionnaire in order to detect

their personality or mood.

The related works presented were relevant for the

understanding and reflection on social and affective

exchanges, mainly focused on Distance Education, in

which no specific work on this topic was obtained. In

this sense, this research intends to unite socio-

affectivity.

Pedagogical Strategies Based on Socio-Affective Scenarios in Distance Education: A Look from the Perspective of Tutors

785

3 ROODA VIRTUAL LEARNING

ENVIRONMENT: SOCIAL MAP

AND AFFECTIVE MAP

The ROODA VLE (https://ead.ufrgs.br/rooda/) is a

free, participant-centered software that allows

students to view materials, interact with synchronous

and asynchronous communication tools, as well as

exchange and submit activities.

ROODA was chosen for this study because it is

one of the institutionalized platforms in a Brazilian

Public University, enabling the collection of student

data through Socio-affective Scenarios composed of

the Social Map and Affective Map (Akazaki,

Machado and Behar, 2022).

The Social Map is a resource that enables, based

on the interactions of participants in the

communication tools: Chat, Library, Contacts, Forum

and Web Portfolio, the generation of sociograms that

allow monitoring the relationships established in the

VLE (Behar et al., 2019).

Thus, the Social Map currently has six indicators,

which are:

• Absence: the student enters the VLE and does not

respond to the class's contact requests.

• Collaboration: the student contributes by sharing

files, content, images, pages and links.

• Distance from the class: the student sends messages

and posts on the VLE, but does not receive feedback

from peers.

• Drop out: the student has never accessed the course,

and does not establish exchanges.

•

Informal groups: the student presents an exchange

of messages established between three or more

subjects, thus enabling the existence of groups

among the participants.

• Popularity: the student maintains a higher

frequency of interactions in relation to the rest of the

class, based on an average among all, highlighting

those who are above.

In addition, the Affective Map aims to assist in

detecting students' affective moods. It interrelates

subjectivity in text, personality traits and motivational

factors for inference and recognition of moods. This

process considers the following communication tools

Chat, Diary and Forum. In this way, the student's

moods are analyzed qualitatively in ROODA and

represented graphically, allowing the teacher to

monitor their progress (Longhi, 2011). Figure 1

shows the Affective Map.

The Affective Map is formed by four mood, as

seen in Figure 1, which are:

Figure 1: Affective Map.

• Satisfied (yellow): indicates that the student reveals

joy, enthusiasm, satisfaction and pride in

completing the task.

• Animated (green): shows that the student somehow

demonstrates hope, interest, serenity or surprise in

facing the challenges of learning.

• Discouraged (blue): suggests that the student

expresses or represses the manifestation of guilt,

fear, shame and sadness for not being able to follow

the content.

• Dissatisfied (red): manifests or tries not to show

irritation, contempt, aversion and envy.

In the context of Education, considering

affectivity becomes essential, since, in addition to

being related to social interaction, it contributes to

favoring the cognitive aspects in the construction of

knowledge (Piaget, 2014).

In this scenario, understanding the needs and

interests of users can serve to outline their social and

moods profiles. In the next section, the concept of

Socio-affective Scenarios based on Learning

Analytics is explained.

4 SOCIO-AFFECTIVE

SCENARIOS BASED ON

LEARNING ANALYTICS

Socio-affective Scenarios are the mapping of social

indicators (Absence, Collaboration, Distance from

the class, Drop out, Informal groups, Popularity) from

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786

the Social Map and mood (Animated, Discouraged,

Dissatisfied and Satisfied) from the Affective Map

belonging to the ROODA VLE (Akazaki, Machado

and Behar, 2022).

In this work, the Socio-affective Scenarios are

composed of the analyses of the different types of

student profiles in the VLE. The choice of the name

“Scenarios” was related to the synonyms of the word:

situation, circumstance, context, framework and

panorama (Aurélio, 2024).

In addition to the work developed in the Social

Map and Affective Map, the authors Akazaki,

Machado and Behar (2022) used Learning Analytics

(LA) to cross-reference moods with social indicators,

resulting in Socio-affective Scenarios. LA is the

measurement, collection, analysis and reporting of

data about students and their contexts, to understand

and optimize learning and the environments in which

it occurs (Siemens, 2012).

The Socio-affective Scenarios using LA were

defined based on interaction data and textual

insertions of 285 students. Thus, a total of 57 Socio-

affective Scenarios were found (an example is:

Animated and Popularity), of which 14 did not have

one of the indicators, social or affective. Thus,

through LA it was possible to discover two new

indicators, the Undefined Affective and the

Undefined Social (Akazaki et al., 2023).

The Undefined Affective corresponds to the

subject who is not present in any of the moods in a

given week, that is, he is not Satisfied, Animated,

Discouraged or Dissatisfied. On the other hand, the

Undefined Social represents the individual who did

not appear in any social indicator, but is present, non-

cooperative, does not belong to any informal group,

is not distanced from the class, has not dropped out,

and is not popular. In this sense, it is necessary to

review the Social Map and Affective Map tools to

include these students. It is important to note that a

student can only be present in one affective indicator

in a given week, since the mood variation is measured

and their position on the Affective Map is determined.

However, the student can be in more than one social

indicator, because the Social Map performs a

quantitative analysis of the data (Akazaki et al.,

2023).

Therefore, the tools that make up the ROODA

VLE are fundamental as pedagogical spaces, since it

is through them that the teacher can make his/her

course more dynamic, support the student, and

mediate the educational process in order to promote

the construction of learning. Thus, from the Socio-

affective Scenarios based on Learning Analytics, the

teacher or tutor can know the profile of his students

and recommend Pedagogical Strategies, with the

objective of personalizing teaching and learning, as

discussed below.

5 PEDAGOGICAL STRATEGIES

BASED ON SOCIO-AFFECTIVE

SCENARIOS

Pedagogical Strategies (PS) encompasses several

perspectives, as they can refer to methods,

techniques, and practices that act as resources for

achieving pedagogical objectives. When

implementing PS, the teacher or tutor must consider

that each student learns at a different pace from the

others, and it is necessary to know the student's

previous development and their context (Amaral,

2017).

The authors Barvinski et al. (2021) established

criteria to be followed for a PS to be considered

adequate in terms of structure, language, and

direction of actions, which are: resource, direct

language, action, and self-assessment. Continuing the

research by Barvinski et al. (2021), researchers

Akazaki et al. (2022) developed, based on these four

criteria and the 57 Socio-affective Scenarios based on

Learning Analytics, a total of 342 PS.

An example of a PS for the “animated” and

“popular” Socio-affective Scenario using the “Chat”

tool is: “The student has shown to be animated and

popular, interacting much more than the rest of the

class. The Chat tool can help this person encourage

communication and interaction among peers. You

can suggest that he/she open different Chat rooms,

and thus build a greater social relationship in the

class. It is important that you carry out a self-

assessment on the application of this Pedagogical

Strategy in order to verify if it is appropriate for the

student’s profile”.

Based on the Socio-affective Scenario, the teacher

or tutor is recommended to take action in a given tool

and is suggested to carry out a self-assessment after

applying the PS, in order to verify if it is achieving its

objective and if it is in line with the student’s needs.

The use of PS requires the teacher to propose

actions that encourage communication, interaction

and sharing of emotions in the VLE. Thus, they must

be linked to challenging situations and problem

solving. In this sense, considering the Social Map,

Affective Map, Socio-affective Scenarios based on

Learning Analytics and the PS, the methodology used

to carry out the present study is conceptualized below.

Pedagogical Strategies Based on Socio-Affective Scenarios in Distance Education: A Look from the Perspective of Tutors

787

6 METHODOLOGY

The methodology was developed using a qualitative

approach using a Content Analysis procedure based

on Bardin (2011). This choice was made because the

research object involved the PS based on Socio-

affective Scenarios inferred in ROODA.

The PS were applied manually by tutors in two

undergraduate courses in the DE modality using the

ROODA VLE, which took place in the first semester

of 2024, at a Brazilian Public University. The

researcher analyzed the Socio-affective Scenario of

each student in each course and filled out a

spreadsheet with each Scenario, with six PS available

for each one. The tutors were then responsible for

monitoring their students, correcting their activities,

and choosing, on a weekly basis, one of the six PS

based on Socio-affective Scenarios per student to

apply to ROODA within two days and mark on the

spreadsheet.

The tutors had to meet the following inclusion

criteria: be a graduate student at a Brazilian Public

University; mediate a course in ROODA; have access

to a computer and/or smartphone with internet;

respond to the research instrument and agree to the

Free and Informed Consent Form (FICF). In order to

meet ethical issues, the FICF was made available with

the purpose of formalizing the research and clarifying

doubts, allowing the choice of whether or not to

participate in the research.

Thus, at the end of the semester, the tutors were

invited to participate in an online questionnaire.

Additionally, considering the General Law on the

Protection of Personal Data (GLPD) of Brazil, nº

13.709/2018, the subjects were informed about the

research and its nature; their involvement; the

purpose of the instruments used; the voluntary nature

of their work; the collection of data and its storage. In

this context, the possible risks and discomforts were

highlighted; the benefits of participating in the

research and the confidentiality of the information.

There were nine tutors in total for the two courses.

However, eight collaborated with the questionnaire,

and the data were analyzed based on these responses.

It consisted of essay questions related to changes in

students' social and affective behaviors and their

preference for using ROODA tools. In addition, tutors

were asked whether they would apply the PS in their

classes, their importance and possible contribution to

the teaching and learning processes. Thus, the Bardin

(2011) method was used to perform the analysis, in

which three categories were created, namely:

•

Category I: application of Pedagogical Strategies

based on Socio-affective Scenarios;

• Category II: social and affective aspects of students;

• Category III: preference for tool in ROODA.

The categories were created based on a global

reading of the essay responses, which allowed an

investigation of the participants' intentions and, thus,

it was possible to understand the tutors' point of view.

To begin the discussion of the data, it was

important to investigate the profile of the individuals

in this study, as discussed below.

7 ANALYSIS AND DISCUSSION

OF RESULTS

The profile consisted of eight tutors, all of whom

were female, with an average age of 37 years. The

academic background was mostly doctoral students

(n=4), followed by three masters and one doctoral

student. The profile points to subjects with academic

experience, as it consists of postgraduate studies. To

maintain the anonymity of the participants, the letter

“T” followed by a number was used throughout the

subsection for the tutors.

7.1 Category I: Application of

Pedagogical Strategies Based on

Socio-Affective Scenarios

This category was composed of three main points

about the Pedagogical Strategies: whether the

students were enjoying the application, whether the

tutors would use them in their classes, and whether

they considered the PS important.

When asked if the students were enjoying the

application of the PS, all eight tutors said “yes”.

Additionally, T1 wrote that “they recorded feedback

on the activities of other colleagues” and T2 that

“they felt more confident and prepared”.

Regarding using the PS in their classes, the eight

tutors said “yes”, corroborating some excerpts below.

For T2: “providing a personalized teaching model is

always very important to help students combat drop

out and to keep them engaged from the beginning to

the end of the semester”. T3: “believes that, in

teaching modalities supported by digital

technologies, these strategies are an excellent

support for identifying existing gaps”. For T4: “They

are interesting, but they could add more to the class

and not be so individual”. This report is a suggestion

that can be applied by the tutor, when evaluating the

profile that appears most and using the PS that

includes the largest number of students. It is

CSEDU 2025 - 17th International Conference on Computer Supported Education

788

important to emphasize that, generally, the activities

planned within a course do not consider the social and

affective aspects of the student and teachers are not

always able to propose content that uses the tools of

the VLE. For T5: “Of course! I would just adapt it a

little more to my Scenario. For example: I work with

the digital inclusion of elderly people, so perhaps

some strategy needs to be reviewed and adapted

considering that these Pedagogical Strategies were

ready and I, as a tutor, would have to look at my

context and apply them”. For T6: “I would apply

them, mainly with the objective of engaging students

more in the VLE”.

In this sense, the tutors were asked if they

considered the PS important and they were

unanimous in their answer, stating “yes”. For T1: “it

can increase engagement” and T2: “students feel

more secure, develop organization and realize the

importance of interacting with peers and teachers for

success in their studies”. For T3: “the strategies can

enhance the teaching and learning process in

activities for both students and help teachers evaluate

their pedagogical practices”. For T4: “Yes! The

application of Pedagogical Strategies focused on

Social and Affective Scenarios is important, as it

allows students to be seen as unique beings, their

emotions and social relationships being perceived, in

addition to their learning profile. Thus, it allows the

teacher to identify the student’s limitations and

potentialities”. For T5: “I consider it very important,

as the Socio-affective Scenarios serve as an element

that will help in the teaching and learning process in

order to value aspects such as engagement, creativity,

group work and acceptance”. In this context, the

tutors pointed out that Pedagogical Strategies can be

customized according to the profile and learning

context, allowing students to be seen as unique; they

help to value engagement, creativity, group work and

acceptance; as well as help the teacher to identify

limitations and potentialities in the student.

Therefore, the PS contributed to advising on the

teaching and learning process, expanding possibilities

for both tutors and students, building knowledge and

sharing information.

The responses obtained in this category are in line

with the work of Hornink and Nogueira (2020, p. 48)

who state that “an environment of friendship and trust

must be developed between the student and the tutor,

so that the tutor can accompany them in their learning

process, encouraging personal study and creating a

relationship of trust with the student”.

7.2 Category II: Social and Affective

Aspects of Students

This category was formed by possible changes in

student behavior. The eight tutors considered that

there were changes in social and affective aspects, as

shown in some excerpts below. For T1: “The

Pedagogical Strategies supported, directed and

stimulated interactions. Students started to comment

on their classmates’ work in the Web Portfolio”. For

T2: “the students seemed animated and engaged with

the contact between them, exchanging ideas and

sharing their knowledge. Those who reached the end

of the course commented that they felt empathy from

the teachers and tutors, in addition to having

developed self-management throughout the class

period”. For T3: “the students became more

accessible during the classes with the impression that

they were interacting more in the synchronous

meetings and in the VLE. The Pedagogical Strategies

maintained student participation during the class

period. The main point was the increase in student

engagement in carrying out the proposed activities”.

For T4: “Yes, regarding the social and affective

aspects, it was possible to observe that the students I

monitored became more participative and

questioning throughout the course. I believe that PS

is very relevant, especially with regard to promoting

personalized teaching and contributed significantly

to students continuing to attend classes and carry out

the proposed activities”. T7 reported: “My student

dropped out of the course, so I was unable to monitor

the changes in behavioral aspects regarding social

and affective aspects. However, I consider the use of

Pedagogical Strategies based on Socio-affective

Scenarios to be valuable in intensifying social

interaction in the Virtual Learning Environment, but

I was unable to identify the contribution in this

course, given that my student dropped out”. From the

tutor's response, it is possible to understand that he

considers the use of PS to be important in intensifying

social and affective interactions, but was unable to

perceive changes in these two aspects, since his

student dropped out of the course, that is, he no longer

accessed ROODA.

Given these considerations, it was possible to note

that the tutors understood the PSs as an ally in the

teaching process, helping students to understand the

importance of interaction and increasing the number

of exchanges in the VLE. In addition, they increased

the students' affection, as they put themselves in the

place of teachers and tutors, as well as enjoyed the

contacts made and did more of the courses'

homework. The author Barvinski (2020) points out

Pedagogical Strategies Based on Socio-Affective Scenarios in Distance Education: A Look from the Perspective of Tutors

789

that the PSs can act as articulators to keep the student

committed and engaged with their studies.

7.3 Category III: Preference for Tool

in ROODA

In this category, tutors were asked whether they

perceived any preference for ROODA tools, and four

indicated “Web Portfolio”. For T1: “Webfolio

because it was the most requested for posting

activities” and T2: “Webfolio was very well received

by the students I monitored”. On the other hand, T3

indicated: “Students carried out their interactions via

message to the tutor”, that is, the tool was not clear,

as it could have been Chat or Contacts, since both

allow sending messages. For T4: “Yes, I noticed that

my students liked to carry out activities in the Diary

and in the Webfolio, so I gave preference to applying

strategies that use these tools”. T5 wrote: “I don’t

know if I can say I prefer it, but I noticed it was easier

to use Forums than to respond to comments in the

Web Portfolio, for example”. For T6: “No” and T7:

“No, because my student dropped out of the course”.

For T8: “The students I monitored used the ROODA

Web Portfolio as a priority and not other tools”.

Therefore, there was no consensus on a single

choice. However, it is possible that the Web Portfolio

was considered by four tutors, since most of the

activities were to be posted in this tool. According to

Amaral (2017), the planning and preparation of PS

should be incorporated into the teacher's pedagogical

practices, therefore, depending on the choice made by

the teacher, when putting together their teaching plan,

they may end up prioritizing a certain tool in the VLE.

Thus, it was understood that the tutors considered

that PS can help the teacher in cases of disinterest and

drop out, understand the students' difficulties and

provide new ways of organizing the content. In

addition, it was possible to observe that the tutors

believe that the students began to expose their

difficulties, became more participative, questioning,

confident and connected.

According to Barvinski et al. (2021), strategies

contribute to motivation, the creation and

strengthening of bonds, the intensification of

interaction, the personalization of teaching, the

expression of emotions, welcoming, approaching,

facilitating learning, encouraging collaboration,

cooperation, interaction and student participation.

In addition, for Bossi and Schimiguel (2020), it is

necessary for teachers to seek updates in the way they

apply their knowledge in class, in order to increase

student interest. Thus, PS can be an ally of tutors and

teachers as a way to promote and mediate student

learning.

8 CONCLUSIONS

In Distance Education, the physical and temporal

separation between subjects makes their relationships

unique. The ways of interacting with others,

communicating and acting in a Virtual Learning

Environment (VLE) are elements of analysis for

ongoing qualification. By considering the needs of

each student through their social and affective

aspects, the use of Pedagogical Strategies can be a

tool to support the teacher and tutor, enabling the

personalization of teaching and learning.

The research described the perceptions of tutors in

the application of Pedagogical Strategies (PS) based

on Socio-affective Scenarios. As contributions, the

tutors observed changes in the social and affective

aspects of the students, such as increased interactions

and collaboration, greater engagement and

participation. Additionally, the tutors would use the

PSs in their classes, considered them important, and

also pointed out that the students liked the

application. Regarding the preference for some tools,

there was no consensus, but four of the total of eight

tutors indicated the Web Portfolio.

As future work, a tool can be created that

automatically selects the PSs for each student's Socio-

affective Scenario, with the teacher or tutor being

responsible for choosing which PS to apply.

ACKNOWLEDGEMENTS

“National Council for Scientific and Technological

Development – CNPq”.

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