O Uso do Robomind no Processo de Aprendizagem de Programação: Uma Revisão Sistemática da Literatura
Resumo
O Robomind é uma tecnologia educacional apoiada em recursos lúdicos e pedagógicos para dar suporte ao aprendizado de programação. Sumarizar as evidências acadêmicas já publicadas sobre o uso deste software é fundamental para avaliar sua eficácia. Uma revisão sistemática da literatura foi realizada e observou-se que os estudantes que utilizaram o Robomind apresentaram maior motivação com os estudos, interesse pela área de computação e menor evasão. Por outro lado, os ganhos de aprendizagem foram divergentes. Por fim, discutem-se as fragilidades científicas e estatísticas observadas na maioria dos estudos e contribuições são apresentadas para aperfeiçoar pesquisas na área de informática na educação.
Palavras-chave:
Robomind, Aprendizagem de Programação, Ludicidade
Referências
Benitti, F. B. V., Vahldick, A., Urban, D. L., Krueger, M. L., and Halma, A. (2009). Experimentação com robótica educativa no ensino médio: ambiente, atividades e resultados. In Anais do Workshop de Informática na Escola, volume 1, pages 1811–1820.
Bittencourt, I. I. and Isotani, S. (2018). Informática na educação baseada em evidências: Um manifesto. Revista Brasileira de Informática na Educação, 26(03): 108. Botelho, W. T., Marietto, M. d. G. B., Ferreira, J. C. d. M., and Pimentel, E. P. (2016). Kolb’s experiential learning theory and belhot’s learning cycle guiding the use of computer simulation in engineering education: A pedagogical proposal to shift toward anexperiential pedagogy. Computer Applications in Engineering Education, 24(1):79–88.
Clark, D. B., Tanner-Smith, E. E., and Killingsworth, S. S. (2016). Digital games, design,and learning: A systematic review and meta-analysis. Review of educational research, 86(1):79–122.
Cohen, L., Manion, L., and Morrison, K. (2013).Research methods in education. routledge.
Conchinha, C., Leal, M., and de Freitas, J. C. (2016). Robots & nee: A robótica virtual como promotora de inclusão e da aprendizagem por projetos lúdicos robots & nee: Virtual robotics as a promoter for inclusion and learning by playful projects. In IV Conferência Ibérica de Inovação na Educação com TIC.
Costa, J. M. and Miranda, G. L. (2017). Relation between alice software and programming learning: A systematic review of the literature and meta-analysis. British Journal of Educational Technology, 48(6):1464–1474.
Durães, D. A. (2015). Gaming and robotics to transforming learning. In Methodologies and Intelligent Systems for Technology Enhanced Learning, pages 51–56. Springer.
Faisal, M., Yuana, R., and Basori, M. (2017). Comparative study between robomind andscratch as programming assistance tool in improving understanding of the basic programming concepts. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press.
Ferreira, M., de Lima, J., Santos, H., Oliveira, E., and do Nascimento, J. (2015). Computação para ensino médio na modalidade semipresencial: Uma experiência da disciplina de estágio supervisionado. In Anais do XXIII Workshop sobre Educação em Computação, pages 406–415. SBC.
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (1993).How to design and evaluate research in education, volume 7. McGraw-Hill New York.
Gomes, A., Ke, W., Lam, C.-T., Marcelino, M. J., and Mendes, A. (2018). Student motivation towards learning to program. In 2018 IEEE Frontiers in Education Conference(FIE). IEEE.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., and Edwards, T.(2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54:170–179.
Jones, A., Scanlon, E., Tosunoglu, C., Morris, E., Ross, S., Butcher, P., and Greenberg, J. (1999). Contexts for evaluating educational software. Interacting with computers, 11(5):499–516.
Kitchenham, B. (2004). Procedures for performing systematic reviews.Keele, UK, Keele University, 33(2004):1–26.
Koorsse, M., Cilliers, C., and Calitz, A. (2015). Programming assistance tools to support the learning of it programming in south african secondary schools. Computers & Education, 82:162–178.
Maf’ulah, I. A., Efendi, A., and Basori, B. (2017). The effectiveness of robomind software in basic programming learning. IJIE (Indonesian Journal of Informatics Education), 1(1):30–37.
Major, L. et al. (2014). An empirical investigation into the effectiveness of a robot simulator as a tool to support the learning of introductory programming. PhD thesis, Keele University.
Moreno-León, J. and Robles, G. (2016). Code to learn with scratch? a systematic literature review. In 2016 IEEE Global Engineering Education Conference (EDUCON), pages 150–156. IEEE.
Nofitasari, A., Yuana, R. A., and Maryono, D. (2017). The use of robomind application in problem based learning model to enhance the student’s understanding on the conceptual programming algorithm. IJIE (Indonesian Journal of Informatics Education), 1(1):9–18.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1):1–12.
Qian, Y. and Lehman, J. (2017). Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education (TOCE), 18(1):1–24.
Santos, H., Souza, F., Santos, B., Amorim, I., Silva, M., et al. (2019). Ensino de introdução à programação na modalidade semipresencial com o apoio do google classroom. In Anais do XXVII Workshop sobre Educação em Computação, pages 131–140. SBC.
Schoeffel, P., Moser, P., Varela, G., Durigon, L., de Albuquerque, G. C., and Niquelatti, M. (2015). Uma experiência no ensino de pensamento computacional para alunos do ensino fundamental. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 4, page 1474.
Soares, L., Cavalcanti, E. R., et al. (2018). Avaliação experimental do robomind no ensino de programação com estudantes do curso técnico em informática integrado ao ensino médio. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 29, page 288.
Yuana, R. A. and Maryono, D. (2016). Robomind utilization to improve student motivation and concept in learning programming. In Proceeding of International Conference on Teacher Training and Education, volume 1, pages 962–966.
Zhou, X., Jin, Y., Zhang, H., Li, S., and Huang, X. (2016). A map of threats to validity of systematic literature reviews in software engineering. In 2016 23rd Asia-Pacific Software Engineering Conference (APSEC), pages 153–160. IEEE.
Bittencourt, I. I. and Isotani, S. (2018). Informática na educação baseada em evidências: Um manifesto. Revista Brasileira de Informática na Educação, 26(03): 108. Botelho, W. T., Marietto, M. d. G. B., Ferreira, J. C. d. M., and Pimentel, E. P. (2016). Kolb’s experiential learning theory and belhot’s learning cycle guiding the use of computer simulation in engineering education: A pedagogical proposal to shift toward anexperiential pedagogy. Computer Applications in Engineering Education, 24(1):79–88.
Clark, D. B., Tanner-Smith, E. E., and Killingsworth, S. S. (2016). Digital games, design,and learning: A systematic review and meta-analysis. Review of educational research, 86(1):79–122.
Cohen, L., Manion, L., and Morrison, K. (2013).Research methods in education. routledge.
Conchinha, C., Leal, M., and de Freitas, J. C. (2016). Robots & nee: A robótica virtual como promotora de inclusão e da aprendizagem por projetos lúdicos robots & nee: Virtual robotics as a promoter for inclusion and learning by playful projects. In IV Conferência Ibérica de Inovação na Educação com TIC.
Costa, J. M. and Miranda, G. L. (2017). Relation between alice software and programming learning: A systematic review of the literature and meta-analysis. British Journal of Educational Technology, 48(6):1464–1474.
Durães, D. A. (2015). Gaming and robotics to transforming learning. In Methodologies and Intelligent Systems for Technology Enhanced Learning, pages 51–56. Springer.
Faisal, M., Yuana, R., and Basori, M. (2017). Comparative study between robomind andscratch as programming assistance tool in improving understanding of the basic programming concepts. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press.
Ferreira, M., de Lima, J., Santos, H., Oliveira, E., and do Nascimento, J. (2015). Computação para ensino médio na modalidade semipresencial: Uma experiência da disciplina de estágio supervisionado. In Anais do XXIII Workshop sobre Educação em Computação, pages 406–415. SBC.
Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (1993).How to design and evaluate research in education, volume 7. McGraw-Hill New York.
Gomes, A., Ke, W., Lam, C.-T., Marcelino, M. J., and Mendes, A. (2018). Student motivation towards learning to program. In 2018 IEEE Frontiers in Education Conference(FIE). IEEE.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., and Edwards, T.(2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in human behavior, 54:170–179.
Jones, A., Scanlon, E., Tosunoglu, C., Morris, E., Ross, S., Butcher, P., and Greenberg, J. (1999). Contexts for evaluating educational software. Interacting with computers, 11(5):499–516.
Kitchenham, B. (2004). Procedures for performing systematic reviews.Keele, UK, Keele University, 33(2004):1–26.
Koorsse, M., Cilliers, C., and Calitz, A. (2015). Programming assistance tools to support the learning of it programming in south african secondary schools. Computers & Education, 82:162–178.
Maf’ulah, I. A., Efendi, A., and Basori, B. (2017). The effectiveness of robomind software in basic programming learning. IJIE (Indonesian Journal of Informatics Education), 1(1):30–37.
Major, L. et al. (2014). An empirical investigation into the effectiveness of a robot simulator as a tool to support the learning of introductory programming. PhD thesis, Keele University.
Moreno-León, J. and Robles, G. (2016). Code to learn with scratch? a systematic literature review. In 2016 IEEE Global Engineering Education Conference (EDUCON), pages 150–156. IEEE.
Nofitasari, A., Yuana, R. A., and Maryono, D. (2017). The use of robomind application in problem based learning model to enhance the student’s understanding on the conceptual programming algorithm. IJIE (Indonesian Journal of Informatics Education), 1(1):9–18.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1):1–12.
Qian, Y. and Lehman, J. (2017). Students’ misconceptions and other difficulties in introductory programming: A literature review. ACM Transactions on Computing Education (TOCE), 18(1):1–24.
Santos, H., Souza, F., Santos, B., Amorim, I., Silva, M., et al. (2019). Ensino de introdução à programação na modalidade semipresencial com o apoio do google classroom. In Anais do XXVII Workshop sobre Educação em Computação, pages 131–140. SBC.
Schoeffel, P., Moser, P., Varela, G., Durigon, L., de Albuquerque, G. C., and Niquelatti, M. (2015). Uma experiência no ensino de pensamento computacional para alunos do ensino fundamental. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação, volume 4, page 1474.
Soares, L., Cavalcanti, E. R., et al. (2018). Avaliação experimental do robomind no ensino de programação com estudantes do curso técnico em informática integrado ao ensino médio. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 29, page 288.
Yuana, R. A. and Maryono, D. (2016). Robomind utilization to improve student motivation and concept in learning programming. In Proceeding of International Conference on Teacher Training and Education, volume 1, pages 962–966.
Zhou, X., Jin, Y., Zhang, H., Li, S., and Huang, X. (2016). A map of threats to validity of systematic literature reviews in software engineering. In 2016 23rd Asia-Pacific Software Engineering Conference (APSEC), pages 153–160. IEEE.
Publicado
24/11/2020
Como Citar
SILVA, Leonardo Soares; CAVALCANTI, Elmano Ramalho.
O Uso do Robomind no Processo de Aprendizagem de Programação: Uma Revisão Sistemática da Literatura. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 31. , 2020, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2020
.
p. 1793-1802.
DOI: https://doi.org/10.5753/cbie.sbie.2020.1793.
