Um estudo sobre o uso de Worked Examples e Gamificação para apoiar o ensino de Engenharia de Software
Resumo
Os worked examples são úteis no ensino, mas a forma como são explorados pode ser um limitante. Para melhores resultados é necessário que o estudante se engaje na leitura dos worked examples. Quando o assunto é engajamento, uma abordagem que tem se destacado é a gamificação. Diante disso, o objetivo deste trabalho foi explorar o uso da gamificação para apoiar o estudo de worked examples no ensino de Engenharia de Software. Para isso foram desenvolvidos protótipos de worked examples gamificados que foram avaliados por estudantes para investigar o uso do elemento storytelling. De acordo com os estudantes, o uso dos elementos de gamificação (com foco no elemento storytelling) pode mantê-los envolvidos no estudo dos worked examples.
Referências
Alhammad, M. M. e Moreno, A. M. (2018). Gamification in software engineering education: A systematic mapping. Journal of Systems and Software, 141:131–150.
Alterio, M. e McDrury, J. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Routledge, London, UK.
Atkinson, R. K., Renkl, A., e Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4):774.
Carroll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86(3):360.
Castro, V. e Santos, A. (2021). Evaluation of the application of gamification in the discipline of software engineering in times of pandemicolivindo2021. In Brazilian Symposium on Software Engineering, pages 163–169.
de Jesus, G., Ferrari, F., de Paula Porto, D., e Fabbri, S. (2018). Gamification in software testing: A characterization study. In III Brazilian Symposium on Systematic and Automated Software Testing, pages 39–48.
Dichev, C. e Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1):1–36.
Feichas, F. A. e Seabra, R. D. (2023). Evaluation of perception of use of a gamified platform from the student perspective: An approach for studying unified modeling language. Informatics in Education.
Garces, S., Vieira, C., Ravai, G., e Magana, A. J. (2022). Engaging students in active exploration of programming worked examples. Education and Information Technologies, 28(3):1–18.
Gaweda, A. M., Lynch, C. F., Seamon, N., Silva de Oliveira, G., e Deliwa, A. (2020). Typing exercises as interactive worked examples for deliberate practice in cs courses. In 32nd Australasian Computing Education Conference, pages 105–113.
Indriasari, T. D., Luxton-Reilly, A., e Denny, P. (2020). Gamification of student peer review in education: A systematic literature review. Education and Information Technologies, 25:5205–5234.
Ivanova, G., Kozov, V., e Zlatarov, P. (2019). Gamification in software engineering education. In 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), pages 1445–1450.
Nielsen, J. (1992). The usability engineering life cycle. Computer, 25(3):12–22.
Olivindo, M., Veras, N., Viana, W., Cortés, M., e Rocha, L. (2021). Gamifying flipped classes: An experience report in software engineering remote teaching. In Brazilian Symposium on Software Engineering, pages 143–152.
Ouhbi, S. e Awad, M. A. M. (2021). The impact of combining storytelling with lecture on female students in software engineering education. In 2021 IEEE Global Engineering Education Conference (EDUCON), pages 443–447, Vienna, Austria. IEEE, IEEE.
Petri, G., von Wangenheim, C. G., e Borgatto, A. F. (2019). Meega+: Um modelo para a avaliação de jogos educacionais para o ensino de computação. Revista Brasileira de Informática na Educação, 27(03):52–81.
Shigenaga, M. Y., de França Tonhão, S., Silva, W., Colanzi1, T. E., e Steinmacher, I. (2023a). https://worked-examples-6tlrvy.flutterflow.app/.
Shigenaga, M. Y., de França Tonhão, S., Silva, W., Colanzi1, T. E., e Steinmacher, I. (2023b). https://desafio1-sem-narrativa-qhfbe7.flutterflow.app/.
Silva, F., Brito, M., Tavares, J., e Chavez, C. (2019). Floss in software engineering education: Supporting the instructor in the quest for providing real experience for students. In 33rd Brazilian Symposium on Software Engineering, pages 234–243. ACM.
Silva, F., dos Santos, P., e Chavez, C. (2020). Do we use FLOSS in software engineering education? mapping the profiles and practices of higher education teachers from brazil. In 34th Brazilian Symposium on Software Engineering, pages 473–482.
Sweller, J., van Merriënboer, J. J., e Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2):261–292.
Tonhão, S., Colanzi, T., e Steinmacher, I. (2021). Using real worked examples to aid software engineering teaching. In Brazilian Symposium on Software Engineering, pages 133–142, New York, NY, USA. Association for Computing Machinery.
Tonhão, S. F., Colanzi, T. E., e Steinmacher, I. (2020). A portal for cataloging worked examples extracted from open source software. In FLOSS34th Brazilian Symposium on Software Engineering, pages 493–498.
Tonhão, S., Herculani, J., Shigenaga, M., Medeiros, A., Amaral, A., Silva, W., Colanzi, T., e Steinmacher, I. (2023). Repositório - Um estudo sobre o uso de worked examples e gamificação para apoiar o ensino de engenharia de software. https://figshare.com/s/4a0819fc0986ff215d1e.
Toukiloglou, P. e Xinogalos, S. (2022). Ingame worked examples support as an alternative to textual instructions in serious games about programming. Journal of Educational Computing Research, 60(7):1615–1636.
Vieira, C., Magana, A. J., Falk, M. L., e Garcia, R. E. (2017). Writing in-code comments to self-explain in computational science and engineering education. ACM Transactions on Computing Education (TOCE), 17(4):1–21.
Wolfschwenger, P., Emara, M., Lumetsberger, W., Hatter, T., Sabitzer, B., e Lavicza, Z. (2022). The developer’s journey: A storytelling framework for cooperative learning in software engineering. In 14th International Conference on Computer Supported Education (CSEDU2022)-Volume 2, pages 525–533. INSTICC, SciTePress.
Zhi, R., Price, T. W., Marwan, S., Milliken, A., Barnes, T., e Chi, M. (2019). Exploring the impact of worked examples in a novice programming environment. In 50th ACM Technical Symposium on Computer Science Education, pages 98–104.
Alterio, M. e McDrury, J. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Routledge, London, UK.
Atkinson, R. K., Renkl, A., e Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4):774.
Carroll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86(3):360.
Castro, V. e Santos, A. (2021). Evaluation of the application of gamification in the discipline of software engineering in times of pandemicolivindo2021. In Brazilian Symposium on Software Engineering, pages 163–169.
de Jesus, G., Ferrari, F., de Paula Porto, D., e Fabbri, S. (2018). Gamification in software testing: A characterization study. In III Brazilian Symposium on Systematic and Automated Software Testing, pages 39–48.
Dichev, C. e Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1):1–36.
Feichas, F. A. e Seabra, R. D. (2023). Evaluation of perception of use of a gamified platform from the student perspective: An approach for studying unified modeling language. Informatics in Education.
Garces, S., Vieira, C., Ravai, G., e Magana, A. J. (2022). Engaging students in active exploration of programming worked examples. Education and Information Technologies, 28(3):1–18.
Gaweda, A. M., Lynch, C. F., Seamon, N., Silva de Oliveira, G., e Deliwa, A. (2020). Typing exercises as interactive worked examples for deliberate practice in cs courses. In 32nd Australasian Computing Education Conference, pages 105–113.
Indriasari, T. D., Luxton-Reilly, A., e Denny, P. (2020). Gamification of student peer review in education: A systematic literature review. Education and Information Technologies, 25:5205–5234.
Ivanova, G., Kozov, V., e Zlatarov, P. (2019). Gamification in software engineering education. In 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), pages 1445–1450.
Nielsen, J. (1992). The usability engineering life cycle. Computer, 25(3):12–22.
Olivindo, M., Veras, N., Viana, W., Cortés, M., e Rocha, L. (2021). Gamifying flipped classes: An experience report in software engineering remote teaching. In Brazilian Symposium on Software Engineering, pages 143–152.
Ouhbi, S. e Awad, M. A. M. (2021). The impact of combining storytelling with lecture on female students in software engineering education. In 2021 IEEE Global Engineering Education Conference (EDUCON), pages 443–447, Vienna, Austria. IEEE, IEEE.
Petri, G., von Wangenheim, C. G., e Borgatto, A. F. (2019). Meega+: Um modelo para a avaliação de jogos educacionais para o ensino de computação. Revista Brasileira de Informática na Educação, 27(03):52–81.
Shigenaga, M. Y., de França Tonhão, S., Silva, W., Colanzi1, T. E., e Steinmacher, I. (2023a). https://worked-examples-6tlrvy.flutterflow.app/.
Shigenaga, M. Y., de França Tonhão, S., Silva, W., Colanzi1, T. E., e Steinmacher, I. (2023b). https://desafio1-sem-narrativa-qhfbe7.flutterflow.app/.
Silva, F., Brito, M., Tavares, J., e Chavez, C. (2019). Floss in software engineering education: Supporting the instructor in the quest for providing real experience for students. In 33rd Brazilian Symposium on Software Engineering, pages 234–243. ACM.
Silva, F., dos Santos, P., e Chavez, C. (2020). Do we use FLOSS in software engineering education? mapping the profiles and practices of higher education teachers from brazil. In 34th Brazilian Symposium on Software Engineering, pages 473–482.
Sweller, J., van Merriënboer, J. J., e Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2):261–292.
Tonhão, S., Colanzi, T., e Steinmacher, I. (2021). Using real worked examples to aid software engineering teaching. In Brazilian Symposium on Software Engineering, pages 133–142, New York, NY, USA. Association for Computing Machinery.
Tonhão, S. F., Colanzi, T. E., e Steinmacher, I. (2020). A portal for cataloging worked examples extracted from open source software. In FLOSS34th Brazilian Symposium on Software Engineering, pages 493–498.
Tonhão, S., Herculani, J., Shigenaga, M., Medeiros, A., Amaral, A., Silva, W., Colanzi, T., e Steinmacher, I. (2023). Repositório - Um estudo sobre o uso de worked examples e gamificação para apoiar o ensino de engenharia de software. https://figshare.com/s/4a0819fc0986ff215d1e.
Toukiloglou, P. e Xinogalos, S. (2022). Ingame worked examples support as an alternative to textual instructions in serious games about programming. Journal of Educational Computing Research, 60(7):1615–1636.
Vieira, C., Magana, A. J., Falk, M. L., e Garcia, R. E. (2017). Writing in-code comments to self-explain in computational science and engineering education. ACM Transactions on Computing Education (TOCE), 17(4):1–21.
Wolfschwenger, P., Emara, M., Lumetsberger, W., Hatter, T., Sabitzer, B., e Lavicza, Z. (2022). The developer’s journey: A storytelling framework for cooperative learning in software engineering. In 14th International Conference on Computer Supported Education (CSEDU2022)-Volume 2, pages 525–533. INSTICC, SciTePress.
Zhi, R., Price, T. W., Marwan, S., Milliken, A., Barnes, T., e Chi, M. (2019). Exploring the impact of worked examples in a novice programming environment. In 50th ACM Technical Symposium on Computer Science Education, pages 98–104.
Publicado
06/11/2023
Como Citar
TONHÃO, Simone de França; SHIGENAGA, Marcelo Y.; SILVA, Williamson; COLANZI, Thelma E.; STEINMACHER, Igor F..
Um estudo sobre o uso de Worked Examples e Gamificação para apoiar o ensino de Engenharia de Software. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
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p. 548-559.
DOI: https://doi.org/10.5753/sbie.2023.233544.
