Gamificação no Ensino de Programação para Iniciantes: Um Mapeamento Sistemático da Literatura
Resumo
Este artigo apresenta um mapeamento sistemático sobre o uso da gamificação no ensino de programação para iniciantes, com base em estudos publicados entre 2014 e 2024. A análise de sete estudos selecionados revelou que técnicas como desafios progressivos, recompensas simbólicas, classificações, retorno imediato e atividades em grupo têm potencial para tornar o aprendizado mais envolvente. Os resultados apontam melhorias na motivação, compreensão e persistência, especialmente entre iniciantes. A gamificação, quando bem aplicada, contribui para reduzir a evasão e fortalecer o interesse pela lógica de programação.
Palavras-chave:
Gamificação, Programação para iniciantes, Motivação, Ensino de programação, Educação em computação
Referências
BEZERRA, G. et al. Exploring the use of unplugged gamification on programming learners’ experience. ACM Transactions on Computing Education, v. 24, 2024. DOI: 10.1145/3686165. Acesso em: 29 maio 2025.
BIOLCHINI, J.; MIAN, P. G.; NATALI, A. C. C.; TRAVASSOS, G. H.; BARBOSA, E. F. Systematic review in software engineering. Advanced Engineering Informatics, v. 21, n. 1, p. 1–15, 2007. DOI: 10.1016/j.aei.2006.10.004. Acesso em: 5 jun. 2025.
BENNEDSEN, J.; CASPERSEN, M. E. Failure rates in introductory programming. ACM SIGCSE Bulletin, v. 39, n. 2, p. 32–36, 2007.
DETERDING, S. et al. Gamification: Toward a definition. In: PROCEEDINGS OF THE 2011 ANNUAL CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS (CHI 2011), Vancouver, 2011. p. 1–4.
DOMÍNGUEZ, A. et al. Gamifying learning experiences: Practical implications and outcomes. Computers & Education, v. 63, p. 380–392, 2013.
GREY, S.; GORDON, N. Motivating students to learn how to write code using a gamified programming tutor. Education Sciences, v. 13, n. 3, p. 230, 2023. DOI: 10.3390/educsci13030230. Acesso em: 29 maio 2025.
GUZDIAL, M. Does contextualized computing education help? ACM Inroads, v. 1, n. 4, p. 4–6, 2010.
HAMARI, J.; KOIVISTO, J.; SARSA, H. Does gamification work? – A literature review of empirical studies on gamification. In: HAWAII INTERNATIONAL CONFERENCE ON SYSTEM SCIENCES – HICSS, 47., 2014, Waikoloa. Anais.... IEEE, 2014. p. 3025–3034. DOI: 10.1109/HICSS.2014.377. Acesso em: 05 jun. 2025.
IMRAN, H. An empirical investigation of the different levels of gamification in an introductory programming course. Journal of Educational Computing Research, v. 61, n. 2, 2022. DOI: 10.1177/07356331221144074. Acesso em: 29 maio 2025.
JENKINS, T. On the difficulty of learning to program. In: PROCEEDINGS OF THE 3RD ANNUAL CONFERENCE OF THE LTSN CENTRE FOR INFORMATION AND COMPUTER SCIENCES, 2002.
KINNUNEN, P.; MALMI, L. Why students drop out CS1 course? In: PROCEEDINGS OF THE SECOND INTERNATIONAL WORKSHOP ON COMPUTING EDUCATION RESEARCH (ICER '06), Canterbury, 2006. p. 131–138.
KITCHENHAM, B.; CHARTERS, S. Guidelines for performing Systematic Literature Reviews in Software Engineering. Keele: Keele University; EBSE Technical Report, v. 2.3, 2007. (EBSE 2007-001). Disponível em: [link]. Acesso em: 22 maio 2025.
LATULIPE, C.; LONG, N.; SEMINARIO, C. Structuring flipped classes with lightweight teams and gamification. In: PROCEEDINGS OF THE 46TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, 2015, New York. Anais... New York: ACM, 2015. p. 392–397. DOI: 10.1145/2676723.2677240. Acesso em: 29 maio 2025.
LAHTINEN, E.; ALA-MUTKA, K.; JÄRVINEN, H-M. A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, v. 37, n. 3, p. 14–18, 2005.
MECCA, G. et al. Diogene-CT: Tools and methodologies for teaching and learning coding. International Journal of Educational Technology in Higher Education, v. 18, n. 1, p. 12, 2021. DOI: 10.1186/s41239-021-00246-1. Acesso em: 29 maio 2025.
PETERSEN, K. et al. Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, [S. l.], v. 64, p. 1–18, 2015. DOI: 10.1016/j.infsof.2015.03.007. Acesso em: 22 maio 2025.
ROBINS, A.; ROUNTREE, J.; ROUNTREE, N. Learning and teaching programming: A review and synthesis. Computer Science Education, v. 13, n. 2, p. 137–158, 2003. DOI: 10.1076/csed.13.2.137.14200. Acesso em: 29 maio 2025.
RODRIGUES, L. et al. Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, v. 19, n. 1, 2022. DOI: 10.1186/s41239-021-00314-6. Acesso em: 29 maio 2025.
SAMPAIO, R. F.; MANCINI, M. C. Estudos de revisão sistemática: um guia para síntese criteriosa da evidência científica. Revista Brasileira de Fisioterapia, v. 11, n. 1, p. 83–89, 2007.
SUBHASH, S.; CUDNEY, E. A. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, v. 87, p. 192–206, 2018.
TRANFIELD, D.; DENYER, D.; SMART, P. Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, v. 14, n. 3, p. 207–222, 2003.
VESIN, B. et al. Adaptive assessment and content recommendation in online programming courses: On the use of Elo-rating. ACM Transactions on Computing Education, v. 22, n. 4, 2022. DOI: 10.1145/3511886. Acesso em: 29 maio 2025.
WATSON, R. A.; LI, F. W. B. Failure rates in introductory programming revisited. In: PROCEEDINGS OF THE 2014 CONFERENCE ON INNOVATION & TECHNOLOGY IN COMPUTER SCIENCE EDUCATION (ITiCSE ’14), Uppsala, 2014. p. 177–182. DOI: 10.1145/2591708.2591749. Acesso em: 29 maio 2025.
BIOLCHINI, J.; MIAN, P. G.; NATALI, A. C. C.; TRAVASSOS, G. H.; BARBOSA, E. F. Systematic review in software engineering. Advanced Engineering Informatics, v. 21, n. 1, p. 1–15, 2007. DOI: 10.1016/j.aei.2006.10.004. Acesso em: 5 jun. 2025.
BENNEDSEN, J.; CASPERSEN, M. E. Failure rates in introductory programming. ACM SIGCSE Bulletin, v. 39, n. 2, p. 32–36, 2007.
DETERDING, S. et al. Gamification: Toward a definition. In: PROCEEDINGS OF THE 2011 ANNUAL CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS (CHI 2011), Vancouver, 2011. p. 1–4.
DOMÍNGUEZ, A. et al. Gamifying learning experiences: Practical implications and outcomes. Computers & Education, v. 63, p. 380–392, 2013.
GREY, S.; GORDON, N. Motivating students to learn how to write code using a gamified programming tutor. Education Sciences, v. 13, n. 3, p. 230, 2023. DOI: 10.3390/educsci13030230. Acesso em: 29 maio 2025.
GUZDIAL, M. Does contextualized computing education help? ACM Inroads, v. 1, n. 4, p. 4–6, 2010.
HAMARI, J.; KOIVISTO, J.; SARSA, H. Does gamification work? – A literature review of empirical studies on gamification. In: HAWAII INTERNATIONAL CONFERENCE ON SYSTEM SCIENCES – HICSS, 47., 2014, Waikoloa. Anais.... IEEE, 2014. p. 3025–3034. DOI: 10.1109/HICSS.2014.377. Acesso em: 05 jun. 2025.
IMRAN, H. An empirical investigation of the different levels of gamification in an introductory programming course. Journal of Educational Computing Research, v. 61, n. 2, 2022. DOI: 10.1177/07356331221144074. Acesso em: 29 maio 2025.
JENKINS, T. On the difficulty of learning to program. In: PROCEEDINGS OF THE 3RD ANNUAL CONFERENCE OF THE LTSN CENTRE FOR INFORMATION AND COMPUTER SCIENCES, 2002.
KINNUNEN, P.; MALMI, L. Why students drop out CS1 course? In: PROCEEDINGS OF THE SECOND INTERNATIONAL WORKSHOP ON COMPUTING EDUCATION RESEARCH (ICER '06), Canterbury, 2006. p. 131–138.
KITCHENHAM, B.; CHARTERS, S. Guidelines for performing Systematic Literature Reviews in Software Engineering. Keele: Keele University; EBSE Technical Report, v. 2.3, 2007. (EBSE 2007-001). Disponível em: [link]. Acesso em: 22 maio 2025.
LATULIPE, C.; LONG, N.; SEMINARIO, C. Structuring flipped classes with lightweight teams and gamification. In: PROCEEDINGS OF THE 46TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, 2015, New York. Anais... New York: ACM, 2015. p. 392–397. DOI: 10.1145/2676723.2677240. Acesso em: 29 maio 2025.
LAHTINEN, E.; ALA-MUTKA, K.; JÄRVINEN, H-M. A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, v. 37, n. 3, p. 14–18, 2005.
MECCA, G. et al. Diogene-CT: Tools and methodologies for teaching and learning coding. International Journal of Educational Technology in Higher Education, v. 18, n. 1, p. 12, 2021. DOI: 10.1186/s41239-021-00246-1. Acesso em: 29 maio 2025.
PETERSEN, K. et al. Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, [S. l.], v. 64, p. 1–18, 2015. DOI: 10.1016/j.infsof.2015.03.007. Acesso em: 22 maio 2025.
ROBINS, A.; ROUNTREE, J.; ROUNTREE, N. Learning and teaching programming: A review and synthesis. Computer Science Education, v. 13, n. 2, p. 137–158, 2003. DOI: 10.1076/csed.13.2.137.14200. Acesso em: 29 maio 2025.
RODRIGUES, L. et al. Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, v. 19, n. 1, 2022. DOI: 10.1186/s41239-021-00314-6. Acesso em: 29 maio 2025.
SAMPAIO, R. F.; MANCINI, M. C. Estudos de revisão sistemática: um guia para síntese criteriosa da evidência científica. Revista Brasileira de Fisioterapia, v. 11, n. 1, p. 83–89, 2007.
SUBHASH, S.; CUDNEY, E. A. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, v. 87, p. 192–206, 2018.
TRANFIELD, D.; DENYER, D.; SMART, P. Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, v. 14, n. 3, p. 207–222, 2003.
VESIN, B. et al. Adaptive assessment and content recommendation in online programming courses: On the use of Elo-rating. ACM Transactions on Computing Education, v. 22, n. 4, 2022. DOI: 10.1145/3511886. Acesso em: 29 maio 2025.
WATSON, R. A.; LI, F. W. B. Failure rates in introductory programming revisited. In: PROCEEDINGS OF THE 2014 CONFERENCE ON INNOVATION & TECHNOLOGY IN COMPUTER SCIENCE EDUCATION (ITiCSE ’14), Uppsala, 2014. p. 177–182. DOI: 10.1145/2591708.2591749. Acesso em: 29 maio 2025.
Publicado
12/08/2025
Como Citar
SANTOS, Elton Moraes dos; VASCONCELOS, Igor Oliveira.
Gamificação no Ensino de Programação para Iniciantes: Um Mapeamento Sistemático da Literatura. In: ESCOLA REGIONAL DE COMPUTAÇÃO BAHIA, ALAGOAS E SERGIPE (ERBASE), 25. , 2025, Lagarto/SE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 449-458.
DOI: https://doi.org/10.5753/erbase.2025.13582.
