Evaluating Motivation in Learning Advanced Programming through PBL
Abstract
This paper assesses student motivation in an integrated course of object-oriented programming, data structures and software design that uses the problem-based learning (PBL) as a teaching-learning approach. This work replicates a previous analysis and the results show that motivation remains high during students' problem solving. In addition, motivation in the accompanying lectures directly reflects the results students achieved.
Keywords:
PBL, Motivation, Object-oriented programming, Teaching-learning, CS2
References
Angelo, M. F., Loula, A. C., Bertoni, F. C. & Santos, J. A. M. (2014). Aplicação e Avaliação do Método PBL em um Componente Curricular Integrado de Programação de Computadores. Revista de Ensino de Engenharia, 33(2).
Arshad, N. (2009). Teaching Programming and Problem Solving to CS2 Students Using Think-Alouds. In Proceedings of the 40th ACM Technical Symposium on Computer Science Education, pp. 372-376.
Bergin, S. & Reilly, R. (2005). The Influence of Motivation and Comfort-Level on Learning to Program.
Cintra, C.S. & Bittencourt, R. A. (2015). Being a PBL Teacher in Computer Engineering: An Interpretative Phenomenological Analysis. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE.
Jenkins, T. (2002). On the Difficulty of Learning to Program. In Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, pp. 53-58.
Keller, J. M. (2009). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer Science & Business Media.
Kölling, M. (1999). The Problem of Teaching Object-Oriented Programming, Part 1: Languages. Journal of Object-oriented programming, 11(8): 8-15.
Ribeiro, A. L., Bittencourt, R. A. & Santana, B. L. (2018). Análise da Motivação em um Estudo Integrado de Programação Baseado em PBL. In Anais do XXVI Workshop sobre Educação em Computação. SBC.
Arshad, N. (2009). Teaching Programming and Problem Solving to CS2 Students Using Think-Alouds. In Proceedings of the 40th ACM Technical Symposium on Computer Science Education, pp. 372-376.
Bergin, S. & Reilly, R. (2005). The Influence of Motivation and Comfort-Level on Learning to Program.
Cintra, C.S. & Bittencourt, R. A. (2015). Being a PBL Teacher in Computer Engineering: An Interpretative Phenomenological Analysis. In 2015 IEEE Frontiers in Education Conference (FIE). IEEE.
Jenkins, T. (2002). On the Difficulty of Learning to Program. In Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences, pp. 53-58.
Keller, J. M. (2009). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer Science & Business Media.
Kölling, M. (1999). The Problem of Teaching Object-Oriented Programming, Part 1: Languages. Journal of Object-oriented programming, 11(8): 8-15.
Ribeiro, A. L., Bittencourt, R. A. & Santana, B. L. (2018). Análise da Motivação em um Estudo Integrado de Programação Baseado em PBL. In Anais do XXVI Workshop sobre Educação em Computação. SBC.
Published
2020-07-31
How to Cite
PEREIRA, Francisco Tito Silva Santos; BITTENCOURT, Roberto Almeida.
Evaluating Motivation in Learning Advanced Programming through PBL. In: CONGRESS ON TECHNOLOGIES IN EDUCATION (CTRL+E), 5. , 2020, Evento Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 138-147.
DOI: https://doi.org/10.5753/ctrle.2020.11391.
