Pontos Extras como Incentivo à Aprendizagem Ativa: Efeitos em Motivação e Desempenho Acadêmico em Engenharia
Resumo
Este trabalho investiga o impacto de atividades opcionais com pontuação bônus sobre motivação, engajamento e desempenho acadêmico em uma disciplina de Engenharia com sistemas embarcados e Internet das Coisas. Utilizou-se abordagem quantitativa com questionários, registros de frequência e testes estatísticos não paramétricos. O grupo experimental (n=18) melhorou 14,1% no desempenho (8,08 para 9,22), enquanto o controle (n=23) retrocedeu (7,95 para 7,41), com significância estatística (p = 0, 0008, Cohen’s d = 0, 85). Os resultados indicam que sistemas de bonificação bem desenhados potencializam efetivamente motivação e desempenho acadêmico na Engenharia.
Referências
Anjum, S. (2021). Impact of extracurricular activities on academic performance of students at secondary level. International Journal of Applied Guidance and Counseling, 2:7–14.
Blaževičius, G., Droessiger, G., Skuodis, v., et al. (2025). Improving student engagement in civil engineering studies. In Proceedings of the International Conference on Civil Engineering.
Bureau, J. S., Howard, J. L., Chong, J. X. Y., e Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1):46–72.
Cayir, D., Weiss, M. A., e Uluagac, S. (2025). Extra credit, extra security: Lessons learned from a bonus-based iot security class. In 2025 ASEE Annual Conference & Exposition, pages 1–16, Montreal, Quebec, Canada.
Creswell, J. W. e Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE, 6 edition.
Equiza-Goñi, J. e Rodríguez-Tejedo, I. (2025). Improving learning performance with extra-credit optional homework. REIRE Revista d’Innovació i Recerca en Educació, 18(2):1–12.
Howard, J. L., Gagne, M., Morin, A. J. S., e Van den Broeck, A. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6):1300–1323.
Karaçam, S., Arabaci, D., Tosun, F., Aktemur, I., e Kanat, S. (2021). The effect of extracurricular stem activities on the scientific creativity of secondary school students. International Journal of Science and Mathematics Education, 44:1–17.
Ryan, R. M. e Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61:101860.
Blaževičius, G., Droessiger, G., Skuodis, v., et al. (2025). Improving student engagement in civil engineering studies. In Proceedings of the International Conference on Civil Engineering.
Bureau, J. S., Howard, J. L., Chong, J. X. Y., e Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1):46–72.
Cayir, D., Weiss, M. A., e Uluagac, S. (2025). Extra credit, extra security: Lessons learned from a bonus-based iot security class. In 2025 ASEE Annual Conference & Exposition, pages 1–16, Montreal, Quebec, Canada.
Creswell, J. W. e Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE, 6 edition.
Equiza-Goñi, J. e Rodríguez-Tejedo, I. (2025). Improving learning performance with extra-credit optional homework. REIRE Revista d’Innovació i Recerca en Educació, 18(2):1–12.
Howard, J. L., Gagne, M., Morin, A. J. S., e Van den Broeck, A. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6):1300–1323.
Karaçam, S., Arabaci, D., Tosun, F., Aktemur, I., e Kanat, S. (2021). The effect of extracurricular stem activities on the scientific creativity of secondary school students. International Journal of Science and Mathematics Education, 44:1–17.
Ryan, R. M. e Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61:101860.
Publicado
23/09/2026
Como Citar
NASCIMENTO, Pedro H. V. A. et al.
Pontos Extras como Incentivo à Aprendizagem Ativa: Efeitos em Motivação e Desempenho Acadêmico em Engenharia. In: ESCOLA REGIONAL DE COMPUTAÇÃO BAHIA, ALAGOAS E SERGIPE (ERBASE), 26. , 2026, Maragogi/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 765-774.
DOI: https://doi.org/10.5753/erbase.2026.30362.
