<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712023000200210</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v47.2-2022-0332</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ECG Tutor: desenvolvimento e avaliação de um sistema tutor inteligente gamificado para ensino de eletrocardiograma]]></article-title>
<article-title xml:lang="en"><![CDATA[ECG Tutor: a gamified intelligent tutoring system for electrocardiogram teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Larissa Acioli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leão]]></surname>
<given-names><![CDATA[Lisley Lylás dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dermeval]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Jorge Artur Peçanha de Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió Alagoas]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>47</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712023000200210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712023000200210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712023000200210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Novas abordagens metodológicas têm sido sugeridas na tentativa de aprimorar a aquisição de habilidades em interpretação de eletrocardiograma (ECG), comprovadamente complexa e de difícil assimilação. Diante da expansão das metodologias ativas e do estímulo às inovações tecnológicas para o ensino médico, o uso de tecnologias de internet (e-learning) ganha força, destacando a utilização de plataformas com inteligência artificial, como os sistemas tutores inteligentes (STI), por sua capacidade de promover instrução adaptativa. Pesquisadores têm utilizado gamificação (técnicas de design de jogos) em conjunto com os STI, reportando maior engajamento.  Objetivo: Buscando melhorar o desempenho de aprendizagem em ECG entre graduandos de Medicina por meio do desenvolvimento de novas metodologias e considerando os benefícios dos STI e do uso da gamificação na educação médica, o presente estudo objetivou explorar o interesse e a motivação dos acadêmicos de Medicina na utilização conjunta de tais tecnologias para estudar ECG.  Método: Trata-se de uma pesquisa exploratória e quantitativa, na qual protótipos do design gráfico de STI gamificado instrutor de ECG foram idealizados por professores do curso médico e avaliados por acadêmicos de Medicina de uma universidade pública e outra particular após aprimoramento para um formato interativo, com a contribuição de uma equipe interdisciplinar.  Resultado: No primeiro momento, participaram da pesquisa 53 graduandos do quinto ao 11º período do curso. Reduziu-se esse número para 14 na segunda etapa. A análise mostrou aprovação nos aspectos relacionados à facilidade de uso percebida, à utilidade percebida, à atitude em direção ao uso e à intenção de uso. Evidenciou-se a premência de adaptação também para dispositivos móveis e aperfeiçoamento nos elementos de gamificação e estética.  Conclusão: Os resultados obtidos permitem concluir que os alunos de Medicina demonstraram intenção de uso futuro do ECG Tutor, implicando a necessidade de desenvolvimento de uma solução computacional do sistema e mensuração do seu impacto no aprendizado dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  New methodological approaches have been suggested in an attempt to improve the acquisition of skills in electrocardiogram (ECG) interpretation, known to be complex and difficult to assimilate. Considering the expansion of active methodologies and the encouragement of technological innovations for medical education, the use of internet technologies (e-learning) has gained strength, highlighting the use of artificial intelligence platforms, such as intelligent tutoring systems (ITS), for their capacity to promote adaptive instruction. Researchers have used gamification (game design techniques) in conjunction with ITS, reporting greater engagement.  Objective: Seeking to improve ECG learning performance among medical students through the development of new methodologies and considering the benefits of ITS and the use of gamification in medical education, the present study aimed to explore the interest and motivation of medical students in the use joint use of these technologies to study ECG.  Method:  This is an exploratory, quantitative study, in which graphic design prototypes of a gamified ECG instructor ITS were created by teachers of the medical course and evaluated by medical students from a public university and another private university after improvement into an interactive format, with the contribution of an interdisciplinary team.  Result:  At first, 53 undergraduate students from the 5th to the 11th semesters of the course participated in the study. That number was reduced to 14 in the second stage. The analysis showed approval of aspects related to perceived easy-to-use format, perceived usefulness, attitude towards use and intention to use. On the other hand, an urgent need to adapt to mobile devices and improve gamification and aesthetic elements was observed.  Conclusion: The obtained results allowed us to conclude that medical students intend to use the ECG Tutor in the future, implying the need to develop a computational solution for the system and measure its impact on student learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Eletrocardiograma]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência Artificial]]></kwd>
<kwd lng="en"><![CDATA[Electrocardiography]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology. Artificial Intelligence]]></kwd>
</kwd-group>
</article-meta>
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