Motivação e Aprendizagem em Programação Orientada a Objetos: Efeitos do Uso de Material Instrucional Baseado em Metodologias Ativas
Resumo
Este artigo investiga o efeito de um material didático inovador, baseado em técnicas construcionistas, narrativas e de autorregulação do aprendizado, na motivação e no desempenho de estudantes universitários em Programação Orientada a Objetos. O material instrucional proposto é organizado em unidades que vão desenvolvendo progressivamente aspectos específicos da programação por meio da construção incremental centrada em um mesmo aplicativo. Um estudo de caso foi conduzido com 41 estudantes de uma disciplina regular do terceiro semestre em uma universidade brasileira. Após o curso, foram coletados dados através de um questionário abrangendo diversos aspectos motivacionais e de desempenho. Os resultados indicaram melhorias significativas na autoavaliação das habilidades dos estudantes como programadores, no gosto pela prática da programação e na motivação intrínseca, refletida pelo aumento no tempo dedicado à programação e maior autonomia no aprendizado. Notavelmente, estudantes inicialmente menos motivados tiveram maior evolução na percepção de suas habilidades enquanto programadores.Referências
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Cárdenas-Cobo, J., Puris, A., Novoa-Hernández, P., Galindo, J. A., and Benavides, D. (2020). Recommender systems and scratch: An integrated approach for enhancing computer programming learning. IEEE Trans. Learn. Technol., 13(2):387–403.
Facey-Shaw, L., Specht, M., van Rosmalen, P., and Bartley-Bryan, J. (2019). Do badges affect intrinsic motivation in introductory programming students? Simulation & Gaming, 51:33 – 54.
Farooq, U. and Anwar, S. (2024). Students motivation to learn programming: A systematic review. 2024 IEEE Front. Educ. Conf. (FIE), pages 1–9.
Gill, G. and Holton, C. F. (2006). A self-paced introductory programming course. J. of Information Technology Education: Research, 5(1):95–105.
Gutiérrez, L. E., Guerrero, C. A., and López-Ospina, H. A. (2022). Ranking of problems and solutions in the teaching and learning of object-oriented programming. Education and Information Technologies, 27:7205 – 7239.
Hany, A., Ramadan, E., Akl, A., and Atia, A. (2023). The effect of using tangible user interfaces compared to traditional learning for teaching programming in higher education: An experimental study. Intell. Methods Syst. Appl. (IMSA), pages 514–519.
Hawlitschek, A., Berndt, S., and Schulz, S. (2022). Empirical research on pair programming in higher education: a literature review. Comp. Sci. Education, 33:400 – 428.
Hosseini, R., Akhuseyinoglu, K., Brusilovsky, P., Malmi, L., Pollari-Malmi, K., Schunn, C., and Sirkiä, T. (2020). Improving engagement in program construction examples for learning python programming. Int. J. Artif. Intell. Educ., 30:299 – 336.
Koren, M. (2024). Graphical user interfaces as a method to encourage beginners in learning programming. 2024 47th MIPRO ICT and Electronics Convention (MIPRO), pages 1439–1444.
Mou, T.-Y. (2024). The practice of visual storytelling in stem: Influence of creative thinking training on design students’ creative self-efficacy and motivation. Thinking Skills and Creativity.
Obaido, G., Agbo, F. J., Alvarado, C., and Oyelere, S. (2023). Analysis of attrition studies within the computer sciences. IEEE Access, 11:53736–53748.
Paiva, M. R. F., Parente, J. R. F., Brandão, I. R., and Queiroz, A. H. B. (2016). Metodologias ativas de ensino-aprendizagem: revisão integrativa. SANARE-Revista de Políticas Públicas, 15(2).
Papert, S. and Harel, I. (1991). Situating constructionism. Constructionism, 36(2):1–11.
Rabelo, A., Maia, L., and Parreiras, F. S. (2018). Performance analysis of computer science students in programming learning. Anais do WEI’2018.
Setiawati, L. (2012). A descriptive study on the teacher talk at eyl classroom. Indonesian Journal of Applied Linguistics, 1(2):141–152.
Tao, Y. and Chen, G. (2024). The relationship between teacher talk and students’ academic achievement: A meta-analysis. Educational Research Review.
Wen, F.-H., Wu, T., and Hsu, W. (2023). Toward improving student motivation and performance in introductory programming learning by scratch: The role of achievement emotions. Science Progress, 106.
Xie, B., Loksa, D., Nelson, G. L., Davidson, M. J., Dong, D., Kwik, H., Tan, A. H., Hwa, L., Li, M., and Ko, A. J. (2019). A theory of instruction for introductory programming skills. Computer Science Education, 29:205 – 253.
Zataraín-Cabada, R., Estrada, M. L. B., Ríos-Félix, J. M., and Alor-Hernández, G. (2018). A virtual environment for learning computer coding using gamification and emotion recognition. Interact. Learn. Environ., 28:1048 – 1063.
Öztürk, M. (2021). The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation. Interact. Technol. Smart Educ., 19:319–337.
Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39:323–340.
Cárdenas-Cobo, J., Puris, A., Novoa-Hernández, P., Galindo, J. A., and Benavides, D. (2020). Recommender systems and scratch: An integrated approach for enhancing computer programming learning. IEEE Trans. Learn. Technol., 13(2):387–403.
Facey-Shaw, L., Specht, M., van Rosmalen, P., and Bartley-Bryan, J. (2019). Do badges affect intrinsic motivation in introductory programming students? Simulation & Gaming, 51:33 – 54.
Farooq, U. and Anwar, S. (2024). Students motivation to learn programming: A systematic review. 2024 IEEE Front. Educ. Conf. (FIE), pages 1–9.
Gill, G. and Holton, C. F. (2006). A self-paced introductory programming course. J. of Information Technology Education: Research, 5(1):95–105.
Gutiérrez, L. E., Guerrero, C. A., and López-Ospina, H. A. (2022). Ranking of problems and solutions in the teaching and learning of object-oriented programming. Education and Information Technologies, 27:7205 – 7239.
Hany, A., Ramadan, E., Akl, A., and Atia, A. (2023). The effect of using tangible user interfaces compared to traditional learning for teaching programming in higher education: An experimental study. Intell. Methods Syst. Appl. (IMSA), pages 514–519.
Hawlitschek, A., Berndt, S., and Schulz, S. (2022). Empirical research on pair programming in higher education: a literature review. Comp. Sci. Education, 33:400 – 428.
Hosseini, R., Akhuseyinoglu, K., Brusilovsky, P., Malmi, L., Pollari-Malmi, K., Schunn, C., and Sirkiä, T. (2020). Improving engagement in program construction examples for learning python programming. Int. J. Artif. Intell. Educ., 30:299 – 336.
Koren, M. (2024). Graphical user interfaces as a method to encourage beginners in learning programming. 2024 47th MIPRO ICT and Electronics Convention (MIPRO), pages 1439–1444.
Mou, T.-Y. (2024). The practice of visual storytelling in stem: Influence of creative thinking training on design students’ creative self-efficacy and motivation. Thinking Skills and Creativity.
Obaido, G., Agbo, F. J., Alvarado, C., and Oyelere, S. (2023). Analysis of attrition studies within the computer sciences. IEEE Access, 11:53736–53748.
Paiva, M. R. F., Parente, J. R. F., Brandão, I. R., and Queiroz, A. H. B. (2016). Metodologias ativas de ensino-aprendizagem: revisão integrativa. SANARE-Revista de Políticas Públicas, 15(2).
Papert, S. and Harel, I. (1991). Situating constructionism. Constructionism, 36(2):1–11.
Rabelo, A., Maia, L., and Parreiras, F. S. (2018). Performance analysis of computer science students in programming learning. Anais do WEI’2018.
Setiawati, L. (2012). A descriptive study on the teacher talk at eyl classroom. Indonesian Journal of Applied Linguistics, 1(2):141–152.
Tao, Y. and Chen, G. (2024). The relationship between teacher talk and students’ academic achievement: A meta-analysis. Educational Research Review.
Wen, F.-H., Wu, T., and Hsu, W. (2023). Toward improving student motivation and performance in introductory programming learning by scratch: The role of achievement emotions. Science Progress, 106.
Xie, B., Loksa, D., Nelson, G. L., Davidson, M. J., Dong, D., Kwik, H., Tan, A. H., Hwa, L., Li, M., and Ko, A. J. (2019). A theory of instruction for introductory programming skills. Computer Science Education, 29:205 – 253.
Zataraín-Cabada, R., Estrada, M. L. B., Ríos-Félix, J. M., and Alor-Hernández, G. (2018). A virtual environment for learning computer coding using gamification and emotion recognition. Interact. Learn. Environ., 28:1048 – 1063.
Öztürk, M. (2021). The effect of self-regulated programming learning on undergraduate students’ academic performance and motivation. Interact. Technol. Smart Educ., 19:319–337.
Publicado
09/09/2025
Como Citar
SANTOS, Tallys A. D.; GUERRA, Fabrício V. A.; GORGÔNIO, Flavius L..
Motivação e Aprendizagem em Programação Orientada a Objetos: Efeitos do Uso de Material Instrucional Baseado em Metodologias Ativas. In: CONGRESSO SOBRE TECNOLOGIAS NA EDUCAÇÃO (CTRL+E), 9. , 2025, Fortaleza/CE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 378-387.
DOI: https://doi.org/10.5753/ctrle.2025.12931.
