Agentes inteligentes no ensino de programação: uma revisão sistemática da literatura

Beatriz Borges de Oliveira; Rogério Alves dos Santos Antoniassi; Alex Fernando de Araujo

doi:10.47236/2594-7036.2026.v10.2114

Authors

Beatriz Borges de Oliveira Federal Institute of Mato Grosso do Sul https://orcid.org/0009-0008-6824-8383
Rogério Alves dos Santos Antoniassi Federal Institute of Mato Grosso do Sul https://orcid.org/0009-0004-5242-3678
Alex Fernando de Araujo Federal Institute of Mato Grosso do Sul https://orcid.org/0000-0003-1464-3229

DOI:

https://doi.org/10.47236/2594-7036.2026.v10.2114

Keywords:

Artificial intelligence, Educational technologies, Intelligent agents, Programming education, Systematic review

Abstract

Programming education, particularly in introductory courses, has historically been associated with high dropout rates and learning difficulties, resulting from high cognitive load and limited individualized support. In this context, the use of intelligent agents has been proposed as a strategy to support the learning process. This study aims to analyze the use of such agents in programming education between 2020 and 2025. The methodology consisted of a systematic literature review conducted in the ACM Digital Library, IEEE Xplore, Scopus, and Web of Science databases, resulting in 573 initial records. After duplicate removal and the application of eligibility criteria, 81 studies composed the final corpus. The results reveal a transition from rule-based tutoring systems to agents based on large language models, accompanied by an expansion of their pedagogical functions, particularly in hint generation, error explanation, and adaptive support. Improvements in student performance and engagement are observed, although limitations related to over-reliance and the reliability of generated responses persist. It is concluded that the use of intelligent agents does not merely represent a technological advancement but entails a reconfiguration of pedagogical practices, characterized by a tension between automated assistance and the development of student autonomy.

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Author Biographies

Beatriz Borges de Oliveira, Federal Institute of Mato Grosso do Sul

Undergraduate student in Computer Engineering at the Três Lagoas Campus of the Federal Institute of Mato Grosso do Sul. Três Lagoas, Mato Grosso do Sul, Brazil. E-mail: beatriz.oliveira5@estudante.ifms.edu.br. ORCID: https://orcid.org/0009-0008-6824-8383. Lattes Curriculum: http://lattes.cnpq.br/8083451321671636.

Rogério Alves dos Santos Antoniassi, Federal Institute of Mato Grosso do Sul

Master’s degree in Computer Science from the Federal University of Mato Grosso do Sul. Professor of Computer Science in Basic, Technical, and Technological Education at the Três Lagoas Campus of the Federal Institute of Mato Grosso do Sul. Três Lagoas, Mato Grosso do Sul, Brazil. E-mail: rogerio.antoniassi@ifms.edu.br. ORCID: https://orcid.org/0009-0004-5242-3678. Lattes Curriculum: http://lattes.cnpq.br/9378799635475932.

Alex Fernando de Araujo, Federal Institute of Mato Grosso do Sul

Master’s degree in Computer Science from São Paulo State University “Júlio de Mesquita Filho”. Professor of Computer Science in Basic, Technical, and Technological Education at the Três Lagoas Campus of the Federal Institute of Mato Grosso do Sul. Três Lagoas, Mato Grosso do Sul, Brazil. E-mail: alex.araujo@ifms.edu.br. ORCID: https://orcid.org/0000-0003-1464-3229. Lattes Curriculum: http://lattes.cnpq.br/1438908573766889.

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