XPCodeHub: Um modelo de sistema gamificado para o aprendizado de programação através de trilhas de conhecimento
Resumo
A programação de computadores é uma habilidade estratégica, mas as dificuldades para o seu aprendizado costumam influenciar o engajamento dos alunos. Nesse cenário, a gamificação surge como uma alternativa que permite estimular o aprendizado de programação. Este artigo propõe o XPCodeHub, um modelo de sistema gamificado para o aprendizado de programação através de trilhas de conhecimento. As trilhas são criadas por meio de uma combinação de elementos de gamificação, como objetivos, níveis e progressão, e possibilitam guiar e motivar os alunos em seu processo de aprendizado. Uma avaliação de usabilidade foi conduzida através do modelo TAM, envolvendo 10 usuário e indicou altos índices de facilidade de uso (96%) e utilidade percebida (94%).
Palavras-chave:
aprendizado de programação de computadores, gamificação, trilhas de conhecimento, modelo de aceitação de tecnologia
Referências
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Bispo Jr, E. L., Raabe, A., Matos, E., Maschio, E., Barbosa, E., Carvalho, L., Bittencourt, R., Duran, R., and Falcão, T. (2020). Tecnologias na educação em computação Primeiros referenciais. Revista Brasileira de Informática na Educação, 28:509–527.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3):319–340.
Deterding, S., Khaled, R., Nacke, L. E., Dixon, D., et al. (2011). Gamification: Toward a definition. In CHI 2011 gamification workshop proceedings, volume 12, pages 12–15. Vancouver BC, Canada.
Elshani, L. and Nuci, K. P. (2021). Constructing a personalized learning path using genetic algorithms approach. CoRR, abs/2104.11276.
Fuchs, M. and Wolff, C. (2016). Improving programming education through gameful, formative feedback. IEEE Global Engineering Education Conference, EDUCON, 10-13-Apri(April):860–867.
Guarino, N., Oberle, D., and Staab, S. (2009). What is an ontology? In Handbook on ontologies, pages 1–17. Springer.
Hagedorn, C., Betz, E.-S., and Meinel, C. (2022). Storified programming moocs: A case study on learner engagement and perception. In 2022 IEEE Global Engineering Education Conference (EDUCON), pages 1144–1153. IEEE.
Jusas, V., Barisas, D., and Janciukas, M. (2022). Game elements towards more sustainable learning in object-oriented programming course. Sustainability, 14(4).
Koulouri, T., Macredie, R. D., and Olakitan, D. (2021). Chatbots to support young adults mental health: an exploratory study of acceptability: Acceptability of mental health chatbots for young adults. ACM Transactions on Interactive Intelligent Systems..
Kucak, D. and Kucak, M. (2022). Gamification in computer programming education-systematic literature review. In 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), pages 517–520. IEEE.
Lehtonen, T., Aho, T., Isohanni, E., and Mikkonen, T. (2015). On the role of gamification and localization in an open online learning environment: Javala experiences. In Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli Calling 15, page 50–59, New York, NY, USA. Association for Computing Machinery.
Marangunic, N. and Granic, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Univers. Access Inf. Soc., 14(1):81–95.
Mekouar, L. (2022). The art of teaching programming languages: Challenges and accomplishments. In 2022 IEEE World Engineering Education Conference (EDUNINE), pages 1–6. IEEE.
Miller, H., Haller, P., Rytz, L., and Odersky, M. (2014). Functional programming for all! scaling a mooc for students and professionals alike. In Companion Proceedings of the 36th International Conference on Software Engineering, ICSE Companion 2014, page 256–263, New York, NY, USA. Association for Computing Machinery.
Munir, K. and Anjum, M. S. (2018). The use of ontologies for effective knowledge modelling and information retrieval. Applied Computing and Informatics, 14(2):116–126.
Paiva, J. C., Queiros, R., Leal, J. P., Swacha, J., and Miernik, F. (2022). Managing gamified programming courses with the fgpe platform. Information, 13(2).
Palaniappan, K. and Noor, N. M. (2022). Gamification strategy to support self-directed learning in an online learning environment. International Journal of Emerging Technologies in Learning (iJET), 17(3):104–116.
Rahman, M. M., Watanobe, Y., Matsumoto, T., Kiran, R. U., and Nakamura, K. (2022). Educational data mining to support programming learning using problem-solving data. IEEE Access, 10:26186–26202.
Rodrigues, L., Pereira, F., Toda, A., Palomino, P., Oliveira, W., Pessoa, M., Carvalho, L., Oliveira, D., Oliveira, E., Cristea, A., et al. (2022). Are they learning or playing? moderator conditions of gamifications success in programming classrooms. ACM Transactions on Computing Education (TOCE).
Rouhani, M., Lillebo, M., Farshchian, V., and Divitini, M. (2022). Learning to program: an in-service teachers perspective. In 2022 IEEE Global Engineering Education Conference (EDUCON), pages 123–132. IEEE.
Satyanarayanan, M. (2001). Pervasive computing: vision and challenges. IEEE Personal Communications, 8(4):10–17.
Soepriyanto, Y., Fazarini, P. F. A., Maulida, T. R., Nurfahrudianto, A., Afandi, Z., et al. (2022). The effect of player type in learning programming with online gamification activities on student learning outcomes. In 2022 2nd International Conference on Information Technology and Education (ICIT&E), pages 382–386. IEEE.
Swacha, J., Paiva, J. C., Leal, J. P., Queiros, R., Montella, R., and Kosta, S. (2020). Gedil-gamified education interoperability language. Information, 11(6).
Toda, A. M., Oliveira, W., Klock, A. C., Palomino, P. T., Pimenta, M., Gasparini, I., Shi, L., Bittencourt, I., Isotani, S., and Cristea, A. I. (2019). A taxonomy of game elements for gamification in educational contexts: Proposal and evaluation. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 84–88. IEEE.
Bispo Jr, E. L., Raabe, A., Matos, E., Maschio, E., Barbosa, E., Carvalho, L., Bittencourt, R., Duran, R., and Falcão, T. (2020). Tecnologias na educação em computação Primeiros referenciais. Revista Brasileira de Informática na Educação, 28:509–527.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3):319–340.
Deterding, S., Khaled, R., Nacke, L. E., Dixon, D., et al. (2011). Gamification: Toward a definition. In CHI 2011 gamification workshop proceedings, volume 12, pages 12–15. Vancouver BC, Canada.
Elshani, L. and Nuci, K. P. (2021). Constructing a personalized learning path using genetic algorithms approach. CoRR, abs/2104.11276.
Fuchs, M. and Wolff, C. (2016). Improving programming education through gameful, formative feedback. IEEE Global Engineering Education Conference, EDUCON, 10-13-Apri(April):860–867.
Guarino, N., Oberle, D., and Staab, S. (2009). What is an ontology? In Handbook on ontologies, pages 1–17. Springer.
Hagedorn, C., Betz, E.-S., and Meinel, C. (2022). Storified programming moocs: A case study on learner engagement and perception. In 2022 IEEE Global Engineering Education Conference (EDUCON), pages 1144–1153. IEEE.
Jusas, V., Barisas, D., and Janciukas, M. (2022). Game elements towards more sustainable learning in object-oriented programming course. Sustainability, 14(4).
Koulouri, T., Macredie, R. D., and Olakitan, D. (2021). Chatbots to support young adults mental health: an exploratory study of acceptability: Acceptability of mental health chatbots for young adults. ACM Transactions on Interactive Intelligent Systems..
Kucak, D. and Kucak, M. (2022). Gamification in computer programming education-systematic literature review. In 2022 45th Jubilee International Convention on Information, Communication and Electronic Technology (MIPRO), pages 517–520. IEEE.
Lehtonen, T., Aho, T., Isohanni, E., and Mikkonen, T. (2015). On the role of gamification and localization in an open online learning environment: Javala experiences. In Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli Calling 15, page 50–59, New York, NY, USA. Association for Computing Machinery.
Marangunic, N. and Granic, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Univers. Access Inf. Soc., 14(1):81–95.
Mekouar, L. (2022). The art of teaching programming languages: Challenges and accomplishments. In 2022 IEEE World Engineering Education Conference (EDUNINE), pages 1–6. IEEE.
Miller, H., Haller, P., Rytz, L., and Odersky, M. (2014). Functional programming for all! scaling a mooc for students and professionals alike. In Companion Proceedings of the 36th International Conference on Software Engineering, ICSE Companion 2014, page 256–263, New York, NY, USA. Association for Computing Machinery.
Munir, K. and Anjum, M. S. (2018). The use of ontologies for effective knowledge modelling and information retrieval. Applied Computing and Informatics, 14(2):116–126.
Paiva, J. C., Queiros, R., Leal, J. P., Swacha, J., and Miernik, F. (2022). Managing gamified programming courses with the fgpe platform. Information, 13(2).
Palaniappan, K. and Noor, N. M. (2022). Gamification strategy to support self-directed learning in an online learning environment. International Journal of Emerging Technologies in Learning (iJET), 17(3):104–116.
Rahman, M. M., Watanobe, Y., Matsumoto, T., Kiran, R. U., and Nakamura, K. (2022). Educational data mining to support programming learning using problem-solving data. IEEE Access, 10:26186–26202.
Rodrigues, L., Pereira, F., Toda, A., Palomino, P., Oliveira, W., Pessoa, M., Carvalho, L., Oliveira, D., Oliveira, E., Cristea, A., et al. (2022). Are they learning or playing? moderator conditions of gamifications success in programming classrooms. ACM Transactions on Computing Education (TOCE).
Rouhani, M., Lillebo, M., Farshchian, V., and Divitini, M. (2022). Learning to program: an in-service teachers perspective. In 2022 IEEE Global Engineering Education Conference (EDUCON), pages 123–132. IEEE.
Satyanarayanan, M. (2001). Pervasive computing: vision and challenges. IEEE Personal Communications, 8(4):10–17.
Soepriyanto, Y., Fazarini, P. F. A., Maulida, T. R., Nurfahrudianto, A., Afandi, Z., et al. (2022). The effect of player type in learning programming with online gamification activities on student learning outcomes. In 2022 2nd International Conference on Information Technology and Education (ICIT&E), pages 382–386. IEEE.
Swacha, J., Paiva, J. C., Leal, J. P., Queiros, R., Montella, R., and Kosta, S. (2020). Gedil-gamified education interoperability language. Information, 11(6).
Toda, A. M., Oliveira, W., Klock, A. C., Palomino, P. T., Pimenta, M., Gasparini, I., Shi, L., Bittencourt, I., Isotani, S., and Cristea, A. I. (2019). A taxonomy of game elements for gamification in educational contexts: Proposal and evaluation. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 84–88. IEEE.
Publicado
16/11/2022
Como Citar
STEINMETZ, Gustavo; EICH, Luís Guilherme; SCHROEDER, Gustavo Lazarotto; FRANCISCO, Rosemary; BARBOSA, Jorge Luis Victória.
XPCodeHub: Um modelo de sistema gamificado para o aprendizado de programação através de trilhas de conhecimento. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 1367-1378.
DOI: https://doi.org/10.5753/sbie.2022.225084.
