Em direção a uma Taxonomia de Métricas e Observabilidade para Chatbots no Ensino de Programação
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Este artigo não possui um resumo.Referências
Ai, Y., Baveja, M., Girdhar, A., O’Dell, M., and DeOrio, A. (2023). A custom generative ai chatbot as a course resource. In ASEE Annual Conference.
Alves, G., Rebouças, A., and Scaico, P. (2019). Coding dojo como prática de aprendizagem colaborativa para apoiar o ensino introdutório de programação: Um estudo de caso. In Anais do XXVII Workshop sobre Educação em Computação, pages 276–290. SBC.
Cohn, C., Snyder, C., Fonteles, J. H., Ashwin, T. S., Montenegro, J., and Biswas, G. (2024). A multimodal approach to support teacher, researcher and ai collaboration in stem+c learning environments. British Journal of Educational Technology, 56:595–620.
Gottipati, S., Shim, K. J., and Shankararaman, V. (2023). Ai for connectivism learning: Undergraduate students’ experiences of chatgpt in advanced programming courses. In Proceedings of Americas Conference on Information Systems (AMCIS).
Hadyaoui, A. and Cheniti-Belcadhi, L. (2024). Intelliframe: A framework for ai-driven, adaptive, and process-oriented student assessments. In Proceedings of the 20th International Conference on Web Information Systems and Technologies (WEBIST), pages 441–448.
Han, D. and Leung, M. Y.-Y. (2023). The intelligent cloud teacher. In Proceedings of the 31st International Conference on Computers in Education (ICCE).
Luxton-Reilly, A., Albluwi, I., Becker, B. A., Giannakos, M., Kumar, A. N., Ott, L., Paterson, J., Scott, M. J., Sheard, J., and Szabo, C. (2018). Introductory programming: a systematic literature review. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, pages 55–106.
Mathew, A. N., V., R., and Paulose, J. (2021). Nlp-based personal learning assistant for school education. International Journal of Electrical and Computer Engineering (IJECE), 11(5):4522–4530.
Turpen, C., Dancy, M., and Henderson, C. (2016). Perceived affordances and constraints regarding instructors’ use of peer instruction: Implications for promoting instructional change. Physical Review Physics Education Research, 12(1):010116.
Wang, J. Y., Wang, W. Y., and Liang, J. C. (2024). Designing an educational chatbot for enhanced learning in programming courses. In 2024 12th International Conference on Information and Education Technology (ICIET).
Wijaya, O. C. and Purwarianti, A. (2024). An interactive question-answering system using large language model and retrieval-augmented generation in an intelligent tutoring system on the programming domain.
Alves, G., Rebouças, A., and Scaico, P. (2019). Coding dojo como prática de aprendizagem colaborativa para apoiar o ensino introdutório de programação: Um estudo de caso. In Anais do XXVII Workshop sobre Educação em Computação, pages 276–290. SBC.
Cohn, C., Snyder, C., Fonteles, J. H., Ashwin, T. S., Montenegro, J., and Biswas, G. (2024). A multimodal approach to support teacher, researcher and ai collaboration in stem+c learning environments. British Journal of Educational Technology, 56:595–620.
Gottipati, S., Shim, K. J., and Shankararaman, V. (2023). Ai for connectivism learning: Undergraduate students’ experiences of chatgpt in advanced programming courses. In Proceedings of Americas Conference on Information Systems (AMCIS).
Hadyaoui, A. and Cheniti-Belcadhi, L. (2024). Intelliframe: A framework for ai-driven, adaptive, and process-oriented student assessments. In Proceedings of the 20th International Conference on Web Information Systems and Technologies (WEBIST), pages 441–448.
Han, D. and Leung, M. Y.-Y. (2023). The intelligent cloud teacher. In Proceedings of the 31st International Conference on Computers in Education (ICCE).
Luxton-Reilly, A., Albluwi, I., Becker, B. A., Giannakos, M., Kumar, A. N., Ott, L., Paterson, J., Scott, M. J., Sheard, J., and Szabo, C. (2018). Introductory programming: a systematic literature review. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, pages 55–106.
Mathew, A. N., V., R., and Paulose, J. (2021). Nlp-based personal learning assistant for school education. International Journal of Electrical and Computer Engineering (IJECE), 11(5):4522–4530.
Turpen, C., Dancy, M., and Henderson, C. (2016). Perceived affordances and constraints regarding instructors’ use of peer instruction: Implications for promoting instructional change. Physical Review Physics Education Research, 12(1):010116.
Wang, J. Y., Wang, W. Y., and Liang, J. C. (2024). Designing an educational chatbot for enhanced learning in programming courses. In 2024 12th International Conference on Information and Education Technology (ICIET).
Wijaya, O. C. and Purwarianti, A. (2024). An interactive question-answering system using large language model and retrieval-augmented generation in an intelligent tutoring system on the programming domain.
Publicado
04/05/2026
Como Citar
GARCIA, Renato de Souza; SILVA, Williamson; VALLE, Pedro Henrique Dias.
Em direção a uma Taxonomia de Métricas e Observabilidade para Chatbots no Ensino de Programação. In: LABORATÓRIO DE IDEIAS - SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 6. , 2026, Campo Grande/MS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 73-75.
ISSN 3086-0741.
DOI: https://doi.org/10.5753/educomp_estendido.2026.20658.
