Proceedings of the Brazilian Symposium on Computing Education (EDUCOMP)
This document brings the Foreword and the Organizing Committee of the Proceedings of EduComp 2025.
The Personality Profile of Computer Science Students at the Federal Rural University of Rio de Janeiro
This study investigates the personality profile of Computer Science students at UFRRJ based on the Big Five Model. The results indicate that Agreeableness and Openness to Experience are the most predominant personality traits, while Extraversion is less present, suggesting introversion. Conscientiousness also stands out, reflecting organization and discipline, and Neuroticism appears at elevated levels. No significant correlation was found between personality traits and students’ academic performance. The study recommends interventions to strengthen less prevalent traits and adapt teaching practices to diverse profiles, aiming to create a more inclusive and collaborative learning environment.
Exploring Non-CS Learners’ Experience in Brazil
Non-CS learners are increasingly interested in programming for career opportunities, productivity, and better communication with technical teams. Despite well-known challenges like logical thinking, unique issues for non-CS learners remain underexplored. Purpose: This study examines the motivations, experiences, and challenges of Brazilian non-CS learners, aiming to inform educational strategies. Methodology: We conducted an open-ended survey with a diverse sample of 36 considered respondents, analyzing data through open coding. Findings: Key motivations include career advancement and job performance, with a preference for self-learning. However, non-CS learners encounter challenges with knowledge organization, discipline, and technical comprehension. his highlights the need for adaptable and personalized educational solutions that effectively support learners from diverse backgrounds. Recommendations: Students can leverage their original field’s expertise when transitioning careers or selecting relevant technologies enhancing future roles. Companies should support diverse backgrounds and provide tech training to non-technical staff to improve communication and productivity. Academic institutions may provide optional, field-integrated CS courses to prepare students with practical, applicable skills.
CodeBô: design and evaluation of a puzzle game for teaching data structures
Programming courses have historically shown high rates of retention and dropout .Researchers seek to address this problem in different ways. Among these approaches, the use of educational games in the classroom stands out.Although there are many games focused on logic, algorithms, and computational thinking, there are limited games that cover data structure topics.This paper aims to present the development process of the code puzzle game CodeBô to aid in teaching data structures.The game was developed based on Flow Theory and the Zone of Proximal Development. To evaluate its effectiveness, a case study was conducted with players of various profiles. Evaluation using E-GameFlow showed positive results in terms of improved knowledge, concentration, goal clarity, feedback, challenge, and autonomy. The study includes a triangulation of logs and qualitative data to gain a deeper understanding of E-GameFlow-related issues.
Chabots with Learning Analytics Tools in Programming Education: A Systematic Mapping Study
The use of chatbots has been applied in different areas, specifically in the area of education. One of the biggest challenges occurs within undergraduate courses, which is to train professionals who know how to use chatbots as tools to aid knowledge, not as the final answer to a problem. This article describes a systematic mapping study that seeks to characterize studies that address the use of chatbots with learning analytics tools to help teachers improve their understanding of student performance in teaching programming. Thirteen relevant articles were identified, from which important information was extracted, such as: chatGPT being the most used chatbot in teaching programming and reports as the most collected type of data. Based on this study, it was possible to obtain insights about chatbots that have learning analytics.
Effectiveness of an Active vs. Traditional Methodology: A Case Study of a Lightweight Comparative Method in a Computer Networks Course
Methodologies for comparing active learning techniques and traditional teaching are usually demanding regarding teaching staff and class availability. This paper presents a lightweight methodology for producing a relative evaluation between two teaching methodologies in terms of relative success rate of each student. We applied the method in a Computer Networks course class offered by a Computer Science department in Brazil. The results of this case study have shown that, on average, the effectiveness of peer instruction overlapped a traditional teaching method by 75%, for 80% of students. The paper also discusses the limitations of the proposed metric.
A reference model for presentation of studies in competency-based education in engineering and computing
Competency-Based Education (CBE) has established itself as an effective educational method, as it focuses on the development of essential skills and competencies for professional practice. However, in the field of computing and engineering, this approach is still underrepresented. One of the challenges in the area is the lack of standardization in the way as studies are described and documented. This hinders the comprehension on the topic and the studies replication. This paper proposes a reference model supporting researchers on understanding and presentation of studies on CBE. The model was developed through an iterative and incremental process, following a rigorous selection of primary studies: each selected study incorporates new dimensions and attributes to the model. The proposed model has the potential to be supportive, as it can be used as a basis both for presenting studies on CBE and for analyzing the quality of published work.
Exploring YouTube as a Learning Source for Developers: A Large-Scale Analysis of Technology Videos
YouTube is a platform widely used by the software development community. It hosts videos covering a variety of scenarios, which developers use for learning and staying updated. For instance, there are videos on new techniques and trends in software development, framework usage, environment configurations, and best practices, among others. Consequently, YouTube videos have become valuable resources for supporting software development by providing easy access to up-to-date and practical knowledge. In this context, in this paper, we analyzed approximately 11K videos related to software development. Our analysis revealed several characteristics of these videos, for instance, the results suggest a significant number of videos for beginners involving Python, as well as popular videos that are short. Finally, we discuss characteristics and future research that can help in the creation of relevant programming videos.
Characterizing Groups of Programming Students: A Network Modeling-Based Approach
Automatic exercise grading systems for programming exercises or Online Judges (OJ) are widely used in the educational context. In addition to allowing teachers to apply exercises on a large scale, they can also capture relevant data about student interaction during this process. In this work, we explore complex network techniques to propose a methodology for clustering and characterizing groups of programming students from OJ data. Overall, the results reveal interesting patterns within the different groups of students, highlighting the potential of the proposed approach to be used as a tool to support teachers in programming classes.
The Challenge of Diversity and Inclusion: The Lack of Representation of Social Minorities in Computing Education
Este artigo apresenta uma Revisão Sistemática da Literatura (RSL) com análise bibliométrica de estudos sobre a Educação em Computação no Brasil e sua relação com grupos minoritários. Foram analisados 878 trabalhos publicados entre 2011 e 2024 em eventos relacionados com a área: WEI (Workshop sobre Educação em Computação), Educomp (Simpósio Brasileiro de Educação em Computação) e SBIE (Simpósio Brasileiro de Informática na Educação). A pesquisa seguiu o processo PRISMA, e 57 estudos foram selecionados. Os resultados revelam, que ainda são poucos os estudos abordando grupos minorizados: mulheres (2,51%), grupos étnico-raciais (0,23%), pessoas com deficiências (2,28%), idosos (0,23%), vulnerabilidade social (0,57%) e LGBTQIAPN+ (0%). O artigo destaca a necessidade de mais pesquisas sobre diversidade na educação em computação e propõe uma agenda de trabalhos futuros.
Preliminary Analysis of the Influence of Curriculum Changes on Dropout Rates in the Computer Science Program at UFRRJ
The Computing field faces a shortage of professionals in the job market due to various factors, including high dropout and retention rates in academic programs. This scenario is also observed in the Computer Science program at UFRRJ, where 4 out of 10 students drop out. In 2020, a new curriculum was implemented, allowing students to select specific areas of study aligned with their skills, aiming to enhance retention. This study aims to evaluate the effects of this change on student distribution using Survival Analysis. Initial results suggest a reduction in dropout rates during the early semesters.
Systematic Review on Concept Inventory applied in introductory computing courses
This study carries out a Systematic Literature Review (SLR) on the use of Concept Inventories (CIs) in introductory computing subjects. CIs are valuable tools for identifying and evaluating misconceptions, i.e. students’ mistaken understanding of certain fundamental concepts in the field, which significantly hinder the learning process. This RSL demonstrates the importance of CIs in computer science learning, by identifying gaps in students’ knowledge and guiding teaching practices. The research also points to challenges such as constructing high-quality CI items and adapting them to different contexts. The results of this research contribute to the advancement of research in computing education, offering subsidies for the development of CIs, highlighting the need to expand the use of CIs to different disciplines, levels of education and different educational contexts.
A Study on the Presence and Role of Women in Computer Science Undergraduate Theses at IFCE
This study examines the presence of women in the Bachelor’s Degree in Computer Science (BCC) at the IFCE. 208 TCCs were analyzed between 2014 and 2023, at four campuses of the institution. The proportion of women as advisors and students is presented, the main themes covered in TCCs led by women, the most recurrent content used by them, the distribution of advisors by campus, and trends in collaboration between women throughout the period studied. The objective is to encourage institutional policies and practices to increase the participation of women in technology and contribute to data analysis studies on women and computing.
Study on the emergence and evolution of misconceptions in an introduction to programming course
Online judges, widely used in introductory programming courses, focus on compliance with test cases, contributing little to the identification of students’ misconceptions on the subject. This study examined the evolution of misconceptions exhibited by students over an academic period in such a course, based on codes submitted to an online judge. The results indicate that misconceptions related to decision structures are the most persistent over time. Furthermore, some misconceptions were often observed together, such as those related to attributions and redundant structures unnecessarily applied in coding, while other categories appeared only occasionally. This analysis contributes not only by cataloging students’ misconceptions but also by enabling future research to address strategies to mitigate the most frequent and recurrent ones.
A comparative study on the use of Serious Games to support learning in Operating Systems
This paper explores the benefits of Serious Games in Computer Science education, emphasizing motivation and multivalued criteria. Three Serious Games were applied, employing a constructivist approach, to teach Operating Systems. The games covered different topics, with distinct simulations and interactive mechanics. Computer Science undergraduates responded positively to the games, showing increased understanding and motivation, particularly when introduced at the beginning of the academic period. Results were obtained through opinion surveys, theoretical questionnaires, and knowledge analyses. This study underscores the potential of Serious Games in Computer Science education, emphasizing the importance of engaging, interactive, and educational games.
Exploring the use of LLMs to label programming strategies
In programming courses, a single exercise can be solved in different ways. Understanding the strategies adopted by students to solve problems is pedagogically relevant, as it allows us to assess, for example, whether they are assimilating the content covered in class and applying it correctly in their codes. To help teachers in this context, this paper investigates the use of LLMs to label students’ codes according to the strategy they used to solve programming exercises. To this end, a database with labeled codes was created and experiments were subsequently carried out with different LLMs. Preliminary results indicate that, with the formulation of appropriate prompts, LLMs have the potential to perform the task of automatic code labeling.
Analyzing the Effectiveness of PBL in Software Programming Education: A Qualitative Study in a Heterogeneous Class
The teaching of software programming faces significant challenges due to the diversity of languages, paradigms, and the constant technological evolution. Active approaches, such as Problem-Based Learning (PBL), have been adopted to overcome these challenges, but their effectiveness may vary depending on the context and the students’ skills. This study investigates students’ perceptions of PBL in a heterogeneous software programming class, analyzing how the aspects of problem, content, environment, human capital, and assessment affect its effectiveness. The results indicate that PBL contributes to the improvement of knowledge retention, skills, and attitudes, although some students face difficulties in the aspects of problem and environment. The study aims to identify more motivating and collaborative teaching strategies in computer science education.
Algorithm expert for interactive support in programming learning using ChatGPT
The increasing use of artificial intelligence in academia has generated discussions about its benefits and challenges as a learning tool. Given this, this study presents a programming expert designed to explain and guide problem-solving, avoiding the direct delivery of ready-made codes. Adopting an experimental approach, the study investigated how the expert can stimulate user autonomy and promote active learning. The results demonstrated that the expert prioritized conceptual explanations and logical flows, encouraging active learning by users. Although adjustments are needed to improve its efficiency, the results indicate that the expert has the potential to become an effective educational tool, acting as a promising facilitator in the programming learning process.
Investigating the Relationship Between Personality Traits and Distractions in an Introduction to Programming Course
Learning CS1 is challenging as it requires focus and practice. Studies show that classroom distractions and personality traits affect performance, but research on their impact on introductory programming is limited. This paper used a questionnaire and statistical analyses to identify common distractions and their correlation with the Big Five personality traits. The results revealed that fatigue and ambient temperature are the main distractions, with moderate correlations between personality traits and specific distractions.
An approach for selecting worked examples for software engineering in the domain of distributed systems
This study addresses the scarcity of examples of work in the field of Distributed Systems (SD) relevant to the teaching of Software Engineering (SE). The objective is to identify code examples from open-source projects that demonstrate significant improvements in code design quality and are suitable for teaching SD and ES. The method comprised the development of a heuristic for selecting examples, using code quality metrics (CK), refactoring analysis (RefactoringMiner) and evaluation by experts. The Worked-Example-Miner (WEM) tool automates data collection and analysis. By using heuristics, with the help of the WEM tool, in the Apache Kafka and ZooKeeper projects, it was possible to select candidate codes for worked examples for teaching SD and ES. Analysis of a specific case in Apache ZooKeeper showed significant improvements in quality metrics after refactoring, illustrating the applicability of the approach.
A Systematic Literature Mapping on Digital Educational Games for Teaching Logic Circuits
Teaching Logical Circuits, although essential in Computing courses, faces challenges due to the complexity of the concepts, with educational games emerging as an effective alternative to promote engagement and facilitate learning. This paper presents a systematic mapping of the literature on digital educational games applied to the teaching of Logical Circuits. It discusses technical aspects such as game genres, game elements, and development technologies, as well as pedagogical aspects including the covered content, target audience profiles, evaluation methodologies, and achieved impacts. Key findings include the concentration of games on a limited range of topics, a lack of methodological rigor in evaluating their effectiveness, limited public access to most games, and a scarcity of approaches aimed at inclusion and accessibility.
Diverse data structures applied in the creation of console games as a result of a discipline’s assessment project
Project development is commonly used to assess disciplines in higher education courses linked to Computer Science. Data Structure is a subject of great importance for courses in this area, however, its contents are often considered complex and tedious by students. Looking for an attractive alternative to partially assess the students of a Data Structure 2 discipline of a Technology in Systems Analysis and Development course, a game-based approach was used for final project development. The students developed simple games, with interaction via console, using C program language and at least one of the Data Structures studied. Results are briefly described in this paper, and the hope is that sharing the creativity displayed by students could be helpful to educators.
An Experience Report on Student Support in an Algorithms Course
Teaching Algorithms faces several challenges due to the heterogeneity of classes, with students presenting different levels of knowledge and motivation. In order to offer support to students with difficulties, the “Aulões”methodology was implemented, which involved content reviews, practical exercises and a space to clarify questions, promoting interaction and collaboration between participants. Those responsible for the “Aulões”reported their experiences, pointing out benefits and difficulties, and highlighting the environment conducive to the development of teaching skills and the exchange of knowledge. Student feedback was collected to evaluate the effectiveness of the Aulões and improve future editions, with the results indicating a positive impact on participants’ academic performance, reinforcing the importance of these support activities.
Teaching Python with LEGO™ Spike Prime: A Hands-On Approach for Youth Aged 13 to 18
Teaching computational thinking is essential for developing logical reasoning, preparing individuals for future challenges. This article reports on an experience in teaching Python programming integrated with LEGOTM Spike kits, aimed at students aged 13 to 18 with prior experience in block-based programming. The lessons covered basic programming and robotics concepts, culminating in a competition. The here presented methodology promoted the development of cognitive skills, problem-solving, and teamwork, while also stimulating creativity and critical thinking. The results reinforce the value of integrating programming and robotics as an effective and motivating approach to teaching technology and logic.
Exploring the Use of ChatGPT in Teaching Entity-Relationship Models: Insights from a Classroom Experience
Generative AI, particularly ChatGPT, has shown great potential in enhancing computing education, including programming and software engineering. This study details an experience involving 32 students who used ChatGPT as a support tool for creating Entity-Relationship Models (ERMs). The study was conducted in two stages. In the first stage, students created ERMs without any assistance from ChatGPT. In the second stage, they utilized ChatGPT to aid in the model creation process. Students self-assessed their models and reported average scores of 6.91 in the first stage and 7.58 in the second stage. Additionally, students recorded their perceptions of using ChatGPT to support ERMs development. Students noted that ChatGPT sped up the ERM development process but encountered difficulties when defining relationship cardinalities.
Knowledge fair and electronic waste: Experience report on extension curricularization in Information Systems
This article presents an experience report on the implementation of an extension project in the subject of Informatics and Society in the Information Systems course at the Universidade Federal de Viçosa campus Rio Paranaíba. The project was created to address changes in the subject due to the curricularization of extension. It also addresses the environmental education policy that is part of the same program’s curriculum. Several actions were carried out in a school in the municipality of Rio Paranaíba/MG, such as the development of a knowledge fair on the theme of electronic waste, an electronic waste collection campaign, lectures, and presentations. The final result was positive, with good integration between the school and the university.
On the Badge Route: Super Mario-Inspired Rewards in Teaching Requirements and Programming
Programming is an essential component in computing courses, being present in several disciplines and playing a fundamental role throughout the degree. Likewise, understanding software requirements is crucial, serving as a basis for subsequent disciplines and future professional activities. However, teaching these contents can become challenging and often demotivating for students, harming academic performance and the consolidation of knowledge. Given this scenario, this work presents an experience report on the application of gamification as a pedagogical tool in the subjects of Programming Laboratory and Introduction to Software Processes and Requirements. The methodology consisted of creating a card of themed badges inspired by the universe of the game Super Mario, with achievements associated with the stages of the final project of each discipline. The proposal encouraged active participation, increased student engagement and motivation, resulting in better academic performance and a more positive learning experience.
PET Connect: A Professional Preparation Initiative for Engineering and IT Students
The article presents a report on the conception, planning, and execution of the PET Connect event, organized by the Tutorial Education Program (PET) at the Federal University of Ceará (UFC), Russas campus. This event aims to connect students and professionals in the fields of Engineering and Information Technology, promoting the development of technical and interpersonal skills essential for the job market. Held remotely, PET Connect offered lectures, discussion panels, and a short course, addressing topics such as the importance of soft skills, networking, and personal branding on LinkedIn. The results showed that the event contributed significantly to preparing students for the job market, fostering an interdisciplinary and collaborative learning environment. The article discusses the activities carried out, the event’s impact on participants’ development, and suggests improvements for future editions, such as expanding practical workshops, deepening technical topics, and increasing networking opportunities with experienced professionals.
Teaching Computing Through 2D Game Development Workshops: Experience Reports from Computing Licensure Students
This report describes the experience of undergraduate students in Computer Science who proposed and conducted two introductory workshops on 2D game development for students in professional technical courses. The main objective is to identify the perceptions of the workshop proponents about their training and the game theme involved. The data collected through surveys, analyzed qualitatively, indicate that the proposing students developed greater critical thinking and practical experience. The workshops provided a dynamic learning environment, where participants were able to apply computing theories to real projects, increasing motivation and understanding of the concepts.
Unplugged computing as a tool for evaluating Object-Oriented concepts in Higher Education
This article presents an experience report based on the development and application of the card game “Cartas de Classe”, with the proposal of evaluating students’ learning in object-oriented concepts. Using cards that represent classes, objects, attributes, and methods, where participants interact with elements that represent entities of everyday university life, identifying actions that they perform. The experience seeks to stimulate logical thinking, decomposition, pattern recognition, and abstraction, promoting student engagement and practical understanding of concepts. The results indicate that the methodology used facilitates student engagement and collaborative learning.
Learning to program through origami: using paper folding as a learning tool to support Programming education
This experience report presents an assessment tool applied in the Introduction to Computer Programming (ICP) course to help develop logical computational thinking and reinforce the content covered. The goal is to enable the construction of algorithms through paper folding known as Origami. The assessment of learning is immediate and based on the students’ successes and mistakes, where the pedagogical intervention is carried out through classes, mind maps and exercise lists, reinforcing learning. As a result, it was possible to help students learn in a fun and didactic way.
Experience report: a playful instrument for learning and applying Discrete Mathematics concepts
This article reports an experience involving the development and evaluation of a learning instrument designed to reinforce knowledge and understanding of concepts addressed in the Discrete Mathematics course. The learning tool employed strategies based on computational thinking and was implemented using an observation method that enabled immediate pedagogical interventions to strengthen concepts and symbols. As a result, the approach positively impacted students’ abilities in comprehension, application, and logical reasoning, particularly in dealing with truth table concepts.
Interactive Origami: Plugged and Unplugged Approaches in Mathematics Education
Mathematics and technology are related disciplines, although mathematics is often considered diffifficult and does not appeal to students. But by exploring concepts in plugged and unplugged activities, it is possible to arouse students' interest. Using JavaScript, CSS and HTML, an algorithm was created for folding a fox, stimulating Computational Thinking. The activity was applied in four classes: two from 6th grade, which worked with flat figures, measurements and algorithms, and two from 7th grade, which explored Pythagoras, geometric properties and audio description for the inclusion of a student with low vision. The playful and technological approach made teaching more dynamic, connecting theory and practice, allowing for clear student engagement.
Active Methodologies in Distance Learning for Algorithms and Programming in High School Education
This article presents the experience of teaching Algorithms and Programming with Python in a distance learning (DL) format as part of an extension project aimed at public high school students. We adopted flipped classroom and Problem-Based Learning (PBL) approaches, with the goal of not only teaching the programming language but also fostering the development of logical reasoning and computational thinking. In addition to the video lectures recorded by instructors, synchronous virtual meetings focused on practical activities are facilitated by students from the COmputer Engineering program at State UNiversity of Feira de Santana (Bahia). Data collected through a survey suggest a potential influence of the course in motivating participants to pursue higher education in technology fields, highlighting the importance of educational initiatives like this in attracting new talent.
Teaching Computational Thinking to Middle School Students using Rubik’s Cube
The present work describes the implementation of an activity aimed at teaching the main concepts of Computational Thinking to children starting in middle school. The primary concepts addressed are Decomposition and the use of Algorithms to solve the first face of a standard 3x3x3 Rubik’s Cube using the daisy method. The activity was conducted with two groups of 20 students during 40-minute sessions. It is discussed that, depending on prior experience with the cube, this time might not be sufficient. Results indicate that solving the cube was a dynamic activity that engaged students and helped participants understand the importance of sequence and order in the steps to be followed.
Teaching Computational Thinking Main Concepts with a Marble-Powered Computer
This paper presents an activity aimed at teaching the main concepts of Computational Thinking to high school students. Algorithmic structures such as conditionals and loops are presented playfully using a game that represents a marble-powered computer. The activities described herein were applied to two groups of 21 and 16 high school students during 40-minute sessions. Besides describing the activity, it is also discussed how it could be extended to cover the main necessary concepts related to Computational Thinking. Results show that the students were quickly engaged in the activity, and even with the short time, most of them were able to understand the concepts and solve the challenges, indicating it could be an interesting approach.
Developing computing skills and competencies in a student with ASD: lessons learned
Computer Science programs globally experience high rates of retention and dropout. Contributing factors may include the significant demand for abstraction and the complexity of the content, which are challenges that can be more difficult for autistic individuals. This study presents a case study from the perspectives of an autistic student and an autistic professor, focusing on the academic experiences of the student, who is a neurodivergent individual with Level 1 support needs for autism, ADHD, and dyslexia, currently enrolled in a Bachelor of Education in Computer Science at [university name omitted for evaluation]. The ongoing study provides preliminary findings on the relationship between the individual’s neurodivergent traits and the specific demands of the courses in their program.
Personalized Gamification in Programming Education: Experience Report with Adaptive Feedback
This study investigates the impact of personalized gamification in programming education by applying the HEXAD and GRSLSS models to identify student profiles and tailor activities accordingly. Two activities were conducted: "Duelo dos Animais", which covered programming logic, and a second task adjusted through adaptive feedback, introducing concepts of Object-Oriented Programming (OOP). The results show that personalization and feedback improved student engagement and academic performance, particularly for the Competitor and Free Spirit profiles. The study highlights challenges such as scalability and the integration of theory and practice, indicating the need for further research to expand its impactt.
An evaluation of cooperative and peer learning in a Computer Programming course: an experience report
Objective: To present a disruptive model for assessing learning in the Computer Programming discipline. Method: Based on Vygotsky's concept of the Zone of Proximal Development and Freinet's Cooperative Pedagogy, an iterative assessment model was developed, where students cooperatively correct their tests, having the opportunity to review and reconstruct the codes, when necessary. The explicit intentionality promoted in the form of assessment is capable of transforming the teacher's reading of the results and reality, providing support for reflection on the evidence to build new learning paths. Results: The model was applied in 4 first-semester classes of a Computer Science course at a public university in Rio de Janeiro. Feedback from the students' self-assessments provides evidence that they recognized a great improvement in terms of learning and retention of content in the discipline. In addition, it was possible to generate a space for complementary learning among students, reducing unhealthy competition. The model allowed the pair to join forces to solve common problems, and provided an opportunity to re-read the problem with a critical eye on the solution initially proposed. Furthermore, the students recognized that the first version of the solution is not always the best. Discussion: A relevant implication observed in the results was that the iterative model based on cooperation was also configured as an assessment for learning, an approach in which the student learns during the process of taking the test. In addition, there was evidence that, given the dialogic opportunities of the test in pairs, the students emancipated themselves together, through cooperation and dialogue, appropriating the content learned, and overcoming the competition.
Pedagogical practices with digital technologies in higher education Computing courses: software development in an extension project
This paper reports a set of pedagogical activities applied in the Software Construction and Interdisciplinary Software Development Practice courses of the bachelor's degree in Information Systems, with the aim of discussing and improving teaching practice in contemporary society. For this purpose, a teaching methodology based on software development trails is described, which covers topics ranging from requirements elicitation to prototyping, data modeling, coding and documentation. In addition, the results of online surveys applied to students are presented, concluding with questions about teacher training and educational infrastructure.
Artificial Intelligence Concepts for Elementary Education: A didactic sequence with Unplugged Computing
Since 2022, the teaching of Computing has been mandatory in Basic Education (BE) in Brazil, as established by the document “Computing Complement to the BNCC”. However, this document does not specify skills for teaching Artificial Intelligence (AI) in Elementary Education (EE), particularly through the Unplugged Computing (UC) methodology. This study aimed to design and implement a didactic sequence (DS) on AI for a group of 30 fifth-grade EE students, employing activities based on the UC methodology. The DS was structured to last two hours and was divided into four stages, combining theoretical presentations with a practical task involving AI models for image classification. During the activity, 65.5% of the students successfully completed the tasks, demonstrating their understanding and assimilation of the concepts taught.
How to Teach Programming Logic Through Digital Game Development?
In recent years, there has been a growing interest in integrating Computing into Basic Education. Several initiatives have emerged, including teaching programming logic in public schools. This work presents the experience of conducting workshops in these institutions, where students can create their digital games and develop skills in programming logic. Since 2022, the workshops have been held, involving a new school with each edition. Throughout this period, it has become clear that developing games not only motivates students to learn the proposed content but also significantly influences the career interests of children and adolescents, sparking their interest in pursuing a career in technology. Furthermore, this work shares valuable lessons learned and suggestions for future activities in this context, highlighting the significant impact of the workshops on students’ career interests.
Using ChatGPT in Requirements Prioritization: An Educational Experience in Software Engineering
The teaching of Software Engineering (SE) has been transformed by Generative Artificial Intelligence (AI), expanding possibilities in the teachinglearning process of computing. In SE, AI supports various software development tasks. This study reports an experience with 16 students using ChatGPT to prioritize software requirements for the MVP (Minimum Viable Product). Initially, the students elicited and prioritized the software requirements for MVP implementation. Subsequently, they used ChatGPT to review the prioritization and propose new requirements. ChatGPT corroborated 86.02% of the students’ choices. Despite acknowledging the agility provided, the students reported needing more confidence in the AI’s results.
Artificial Intelligence and Accessibility: An Inclusion Experience for Blind Programmers in Development Environments
This article explores the use of Artificial Intelligence (AI) tools to enhance accessibility and productivity in teaching programming to blind students. Using environments such as VS Code and Repl.it, the intervention assessed challenges and successes through questionnaires and interviews with blind programmers, comparing problem-solving with and without Artificial Intelligence. The results identified barriers, such as navigation difficulties and limitations in screen readers, alongside suggestions for improvements. This report provides insights for educators to replicate or adapt the intervention, encouraging the use of AI for more inclusive programming education.
Exploring Active Methodologies in Higher Education in Computing: Investigative Case Study as a Didactic Strategy
Case studies (CS) are narratives in which characters face problems described within the context of the narrative, and these problems need to be solved with the help of students. This work aims to present a classroom report in which the case study methodology was applied in an undergraduate course in the field of Computing. The CS activity was conducted in a sixth-semester class consisting of 31 students. The case study was developed following Herreid’s principles. After reading the case, the students, organized into double or trios, discussed and proposed solutions to the problem presented. The analysis of students’ answer indicated the development of skills such as hypothesis formulation and problem-solving.
Irrigation Automation with Arduino in Seedling Production Education: An Extension Project for Basic Education Students
Contemporary education faces challenges in preparing students for a technological world, especially in elementary education. Educational robotics facilitates literacy and scientific literacy through experimental learning, which stimulates creativity and critical thinking. Aligned with the National Common Curricular Base (BNCC), this study aims to describe a practical activity with students from the 1st to the 3rd grade of elementary school, linked to an extension project that includes the seedling production axis. The children designed and named components of the Arduino, as well as understood the functioning of the prototype, integrating science and literacy interactively.
Between Play and Bytes: Experiences from a Pilot Project on Computing Education in Early Childhood Education
In this paper, we present the experience of a pilot project focused on teaching computer science in early childhood education at a federal public school. The educational technology teachers adjusted their practices based on the draft resolution on the standards for teaching computer science in basic education, along with its three structuring axes: computational thinking, digital culture, and the digital world. Activities aimed at developing computational thinking are reported, highlighting the importance of computer science education for the holistic development of children, fostering skills such as critical thinking, problem-solving, creativity, and responsible access to digital culture.
Technology and Education: Robotics as a Path to Transform Technical Education
The Irrigation System with Arduino project was developed with students from the technical course in Computer Science in a school located in the interior of Minas Gerais. This experience report examines a methodological approach that brings the student’s reality and socio-cultural context to the learning process. The system was showcased at a school fair attended by the local community, receiving positive feedback for its innovation and resulting in significant changes, as evidenced by the students’ high levels of involvement and engagement. The project demonstrates how computing education, when aligned with students’ contextual realities, can expand horizons and foster professional opportunities.
Systemic Thinking and Computing Axes in Brazilian Basic Education: A Mini-Course Experience Report
This paper presents the experience of a mini-course that integrated Systems Thinking (ST) to the axes of Computing into educational practices, fostering critical and holistic understanding. Structured into seven thematic blocks, it addressed the Computing axes and the nine perspectives of ST outlined by Kasser. The evaluation included participatory and reflective activities, demonstrating the methodology’s effectiveness in preparing educators to address the challenges of the digital era. This study makes a significant contribution to the field of Computing Education by presenting a methodological approach that connects Systems Thinking (ST) to the axes of Computing, offering theoretical and practical foundations to enhance curriculum design and strengthen pedagogical practice.
The PET Group as a Key Factor in Applying Extension Curricularization in Undergraduate Courses
This paper explores the role of the Computer Engineering Tutorial Education Program (PET) in integrating extension activities into the curriculum. Three initiatives were analyzed: a talk-show style auditorium program, community workshops and the organization of academic events. The results indicate greater student involvement and fulfillment of the 10% extension hours required. The study suggests that incorporating extension activities through PET offers a replicable model for institutions seeking to comply with Resolution 7 of the National Education Council (CNE), while enriching students’ formative experiences and preparing them for professional challenges.
Extension Curricularization in a Computer Networks Technology Program
This article presents the experience of integrating extension activities into the curriculum of the Technology in Computer Networks program through the implementation of two projects aimed at bridging academic knowledge and social practice. The objective was to prepare students for community demands, promoting an education aligned with local needs. The adopted methodology included workshops, the development of educational materials, and school visits, enhancing the program’s outreach and strengthening community engagement. The results highlighted the development of technical and social skills, as well as an increased awareness among students regarding local demands. It was found that the curricularization of extension activities enhanced both civic and professional education, reinforcing the link between academia and society and demonstrating the positive impact of extension on technological education.
TEIA (Special Topics in Artificial Intelligence) collaborative Brazil-UK: promoting virtual exchange, internationalization, and learning in Generative AI in computing courses
This paper presents a pilot experience of international collaboration promoting virtual exchange among undergraduate and graduate students in computing, involving a cross-cutting theme of great importance, the Generative AI framework, to attract multiple interests and areas of computing and provide a rich, cheap and accessible form of internationalization, celebrating a cooperation agreement between universities in Brazil and England: the Federal University of Amazonas and the University of Manchester. The students exercised teamwork skills, collaborative activities of resource collection, content understanding, tool manipulation, and project development, and they communicated in English. At the same time, Generative AI was explored in diverse application scenarios, culminating in small joint projects. The results, both of the interaction and the artifacts generated during and after the subject, proved valuable to validate the proposal of a larger-scale discipline and in understanding the rich possibilities, low cost, and need for few resources, that a proposal of (virtual) exchange and internationalization such as this one can promote.
Teacher Training for Diversity and Inclusion: Analyzing Computing Licensure Curricula in Public Institutions in Bahia
This study analyzes how the concepts of inclusion and diversity, in the dimensions of gender, race, and disability, are addressed in the curricula of on-campus Computer Science Teaching Degree programs at public institutions in Bahia. The research, of a documentary nature, used the Pedagogical Course Projects as a source and applied content analysis techniques to identify the frequency of terms related to these themes and their connections to formative processes. The main findings reveal variations in the integration of these themes among the programs and highlight weaknesses, underscoring the need to strengthen diversity training in LC programs, including greater alignment with the specific content of computer science and its teaching.
Physical Computing and Computational Thinking – Industry 4.0: A Textbook Proposal for 9th Grade
Computational Thinking (CT) skills have gained significant prominence in the Brazilian educational landscape since the consolidation of BNCC Computing and the National Digital Education Policy (PNED). However, this will require overcoming numerous challenges; among them, it will be necessary to develop teaching materials on Computational Thinking, considering the particularities of the national educational context. In light of this, this article presents a textbook proposal that addresses the development of Computational Thinking skills through Physical Computing for ninth-grade students in the final years of Elementary Education.
Generative Language Models in the Development of Computing Education Tools with a Graphical Interface
This work performs a quantitative and qualitative analysis of four large language model (LLM) environments for creating educational materials focused on teaching computer science. Evaluation metrics include compilation, execution, and functionality errors, as well as request size, number of interactions, and number of lines of code generated. The evaluated environments are ChatGPT, Claude, Copilot, and Gemini. We explore the construction of incremental requests with directives for creating data input interfaces, algorithm simulations, and outputs with graphical visualizations and/or animations. The evaluated examples cover various domains. Initial results indicate an acceleration in the creation of interactive and attractive educational tools, with the generation of more than 240 functional interfaces from more than 350 trials, representing a success rate of 84%, excluding Gemini LLM, which showed poor performance, highlighting promising directions for using LLMs in the design of educational interfaces.
PerfeQ: A Scientific Environment for Code Quality Analysis
Faced with the need to improve the quality of students’ source code, researchers seek alternatives to provide feedback on the code not only regarding its correctness, but also its quality. However, large classrooms do not allow for individual and complete feedback. In this context, tools such as Static Analyzers (SAs) can be used to analyze code without executing it, providing reports on its quality, such as style issues. This paper presents a tool to evaluate code quality regarding the use of programming language style conventions. To this end, we created metrics to summarize the quantification of code quality based on the results of the SAs. Finally, we created an environment to simplify the scientific analysis of student code datasets. The work presents a detailed description of the environment, as well as illustrative examples of its operation.
Introduction to Programming Logic with the ELoS System – Usage Analysis in Higher Education
The use of graphical systems for teaching programming logic offers a playful and interactive way to introduce learners to computing. ELoS is a system that presents programming concepts through a game using commands similar to a programming language. In this study, the complete version of the system will be presented, and the competencies addressed at each level will be described. Finally, a quantitative analysis of the system’s application in higher education will be presented and discussed.
Playful and Interactive Activities in Web Development Education: An Unplugged Proposal
Unplugged computing is a methodology that teaches computing concepts without the need for computers, using playful and interactive activities to promote the development of skills such as computational thinking and logical reasoning. This approach has shown positive results in education, especially when helping students in introductory programming courses, where abstraction and understanding concepts can be significant challenges. This study presents unplugged computing as a pedagogical resource to support the teaching of technologies that are part of the study of Web Software Development. Suggested activities include the ”HTML Puzzle”, the ”CSS Memory Game”and the ”JavaScript Questions and Answers Game”, which can be combined with traditional teaching methods. The goal is to offer more inclusive and accessible pedagogical strategies, aiming to facilitate the learning of the fundamental contents of the course, especially in higher education contexts with technological limitations.
Carioca Circuit: an educational board game for teaching Eulerian Graphs
The concept of graphs is widely applicable to structuring real-world objects, such as relating tourist attractions in personalized itineraries. Within this context, this article presents the educational game Circuito Carioca, developed for teaching Eulerian graphs in Higher Education and Basic Education. The methodology followed the principles of design thinking, involving a survey of 30 emblematic tourist attractions in Rio de Janeiro, the creation of a prototype with a board developed in the Python language, cards with themes from the day-to-day life of Rio’s citizens and tests to adjust the gameplay.
NetMetrics: a software tool to assist understanding of Complex Networks
Complex networks have been widely and successfully used as models for representing complex systems, formed by many components that interact among each other. Network science, which focuses on the study of problems modeled as complex networks, is a knowledge area which is transversal to many others, such as computer science, mathematics, statistics, and social sciences. Furthermore, social networks have applications in different areas, such as biology, economics, sociology, and telecommunications, to name a few. Complex Networks are, currently, subject of disciplines in various courses, including Computer Science, in many institutions, and theur teaching has proven to be quite challenging. This work presents NetMetrics, a computational resource, through a software with a public and freely available WEB interface, to assist teachers, students and researchers in the application of complex networks concepts. In contrast to other systems found in the literature, this solution is available online and requires low computational cost on the client side of the application. As it was designed and developed, the platform allows continuoes development, enabling adaptations and improvements proposed by users in a convenient way for each context.
A Process for Developing Sustainable Open Educational Resources to Support Computing Education
The adoption of Open Educational Resources (OER) has been encouraged as a strategy to support teaching and learning in Computing. However, many OER face limitations related to obsolescence or lack of prolonged use (sustainability). A literature review revealed several methodologies for creating OER, but few incorporate sustainability into their development. This work proposes a process for creating sustainable OER, ensuring their relevance over time. To evaluate the proposal, a case study was conducted simulating the development of an OER using the proposed process. The results were positive, demonstrating the feasibility and benefits of adopting sustainable practices in OER creation.
DECORA: A Support System for Teaching Architectural Project Decisions
Software Architecture plays a crucial role in ensuring the quality of systems. For professionals to develop high-quality systems, they must have a solid knowledge of architectural patterns and styles. In this context, this work proposes DECORA, a system designed to support the teaching of architectural decisions, facilitating the understanding of complex concepts. DECORA aims to offer an interactive approach that allows students to learn architectural patterns and styles through an adaptive questionnaire, generating personalized recommendations based on the answers provided. The obtained results in the evaluation indicate that DECORA contributes to increasing student motivation and improving the understanding of architectural concepts.
Challenges and Opportunities in Assessing Youth Leadership
Leadership is vital in any field or societal context, and understanding the core attributes of effective leaders is essential for leadership development. In the educational context, fostering leadership skills in youth helps them better understand their values, navigate decision-making, and improve communication. Current literature provides various frameworks for quantifying leadership development; however, applying these frameworks to teenagers with the support of technology remains underexplored. Here, we review and analyze existing methodologies for measuring leadership and examine how these approaches can be adapted to an educational setting for teenagers using technological tools. Our analysis reveals that computational approaches offer promising avenues for quantifiable leadership growth and consistent feedback in educational contexts. This text also incorporates insights from interviews conducted with young individuals as well as professionals in the field, providing a comprehensive perspective on the practical applicability and potential impact of these methodologies.
Reflections on the Use of LLMs in Programming Education
The objective of this article is to understand how Large Language Models (LLMs) impact programming teaching. Currently, many beginners in programming languages, in terms of creating, correcting and explaining code, have been resorting to Large Language Models due to their ease in obtaining ready-made codes and complete explanations. But do LLMs have a negative or positive impact on programming language teaching? This is what this article will discuss.
An Essay on Afrocentric Interaction Design Education from the Perspective of the Pedagogy of Crossroads
Human-Computer Interaction and Interaction Design studies have questioned and stressed the production of discriminatory technology and the disregard of aspects of minoritized populations. In this sense, this essay presents discussions and reflections, from the perspective of Pedagogy of the Crossroads, on the need to focus on the field of interaction design taught and produced in universities. However, there is no intention of proposing solutions but of encouraging the debate on the topic so that ethnic-racial aspects permeate the teaching and production of computational technologies.