Ensino de Programação e Pensamento Computacional Utilizando Realidade Virtual, Realidade Aumentada e Jogos: Um Mapeamento Sistemático da Literatura
Resumo
O ensino de programação e pensamento computacional utilizando tecnologias como Realidade Virtual (RV) e Realidade Aumentada (RA), ganhou destaque, especialmente no Ensino Básico. Além disso, elementos de jogos e aspectos colaborativos também são explorados para aprimorar o processo de ensino-aprendizagem. A partir dos resultados deste mapeamento sistemático, não foi possível observar o uso em conjunto de RV e aspectos colaborativos. Além disso, os tópicos de programação abrangidos pelos estudos analisados são principalmente introdutórios. Por fim, os jogos sérios são comumente utilizados para o ensino de programação e pensamento computacional.
Referências
Avellar, G. M. N. and Barbosa, E. F. (2019). Virtual and augmented reality in the teaching and learning of programming: a systematic mapping study. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 30, page 664.
Boonbrahm, S., Boonbrahm, P., Kaewrat, C., Pengkaew, P., and Khachorncharoenkul, P. (2019). Teaching fundamental programming using augmented reality.
Caballero-Gonzalez, Y.-A., Muñoz-Repiso, A. G.-V., and García-Holgado, A. (2019). Learning computational thinking and social skills development in young children through problem solving with educational robotics. TEEM’19, page 19–23, New York, NY, USA. Association for Computing Machinery.
Carreño-León, M., Sandoval-Bringas, A., Álvarez-Rodríguez, F., and Camacho-González, Y. (2018). Gamification technique for teaching programming. In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 2009–2014.
Chung, C.-Y., Awad, N., and Hsiao, H. (2021). Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration. Australasian Journal of Educational Technology, 37(5):17 – 31. Cited by: 1; All Open Access, Gold Open Access.
Chung, C.-Y. and Hsiao, I.-H. (2020). Computational thinking in augmented reality: An investigation of collaborative debugging practices. In 2020 6th International Conference of the Immersive Learning Research Network (iLRN), pages 54–61.
Denner, J., Campe, S., and Werner, L. (2019). Does computer game design and programming benefit children? a meta-synthesis of research. ACM Trans. Comput. Educ., 19(3).
Dörner, R., Göbel, S., Effelsberg, W., and Wiemeyer, J. (2016). Introduction, pages 1–34. Springer International Publishing, Cham.
Esteves, A., Santana, A., and Lyra, R. (2019). Use of augmented reality for computational thinking stimulation through virtual toys. In Anais do XXI Simpósio de Realidade Virtual e Aumentada, pages 252–256, Porto Alegre, RS, Brasil. SBC.
Frosi, F. and Jaques, P. (2020). Jogos digitais para o ensino de programação: uma revisão sistemática das pesquisas publicadas no brasil entre 2015 e 2019. Anais do XIX Simpósio Brasileiro de Jogos e Entretenimento Digital-SBGames, Recife/PE, Brasil, pages 653–652.
Gardeli, A. and Vosinakis, S. (2019). Arquest: A tangible augmented reality approach to developing computational thinking skills. In 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pages 1–8.
Goyal, S., Vijay, R. S., Monga, C., and Kalita, P. (2016). Code bits: An inexpensive tangible computational thinking toolkit for k-12 curriculum. In Proceedings of the TEI ’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI ’16, page 441–447, New York, NY, USA. Association for Computing Machinery.
Kazanidis, I., Tsinakos, A., and Lytridis, C. (2017). Teaching mobile programming using augmented reality and collaborative game based learning. In Interactive mobile communication, technologies and learning, pages 850–859. Springer.
Luxton-Reilly, A., Simon, Albluwi, I., Becker, B. A., Giannakos, M., Kumar, A. N., Ott, L., Paterson, J., Scott, M. J., Sheard, J., and Szabo, C. (2018). Introductory programming: A systematic literature review. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018 Companion, page 55–106, New York, NY, USA. Association for Computing Machinery.
Masso, N. and Grace, L. (2011). Shapemaker: A game-based introduction to programming. In 2011 16th International Conference on Computer Games (CGAMES), pages 168–171.
Mesia, N. S., Sanz, C., and Gorga, G. (2016). Augmented reality for programming teaching. student satisfaction analysis. In 2016 International Conference on Collaboration Technologies and Systems (CTS), pages 165–171.
Oh, H., Deshmane, A., Li, F., Han, J. Y., Stewart, M., Tsai, M., Xu, X., and Oakley, I. (2013). The digital dream lab: tabletop puzzle blocks for exploring programmatic concepts. In Proceedings of the 7th international conference on tangible, embedded and embodied interaction, pages 51–56.
Petersen, K., Vakkalanka, S., and Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64:1–18.
Rios, M. G. and Paredes-Velasco, M. (2021). Using augmented reality in programming learning: A systematic mapping study. In 2021 IEEE Global Engineering Education Conference (EDUCON), pages 1635–1641.
Sakamoto, R. and Ohshima, T. (2019). Code weaver: A tangible programming learning tool with mixed reality interface. In SIGGRAPH Asia 2019 Posters, SA ’19, New York, NY, USA. Association for Computing Machinery.
Saleh, A., Chin, G., Tei, R., Othman, M., Mohamad, F. S., and Chen, C. J. (2021). Learning Scope of Python Coding Using Immersive Virtual Reality, pages 1086–1100.
Sharaf, N., Ahmed, G., and Ihab, S. (2020). Virtual/mixed reality control of a game through scratch. In 2020 24th International Conference Information Visualisation (IV), pages 689–693.
Sharma, V., Bhagat, K. K., Huang, H.-H., and Chen, N.-S. (2022). The design and evaluation of an ar-based serious game to teach programming. Computers & Graphics, 103:1–18.
Silva, T., Medeiros, T., Medeiros, H., Lopes, R., and Aranha, E. (2015). Ensino-aprendizagem de programação: uma revisão sistemática da literatura. Revista Brasileira de Informática na Educação, 23(01):182.
Sittiyuno, S. and Chaipah, K. (2019). Arcode: Augmented reality application for learning elementary computer programming. In 2019 16th International Joint Conference on Computer Science and Software Engineering (JCSSE), pages 32–37.
Strawhacker, A. and Bers, M. U. (2019). What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children. Educational Technology Research and Development, 67(3):541–575.
Tsai, C.-Y. and Lai, Y.-C. (2022). Design and validation of an augmented reality teaching system for primary logic programming education. Sensors, 22(1). Cited by: 1; All Open Access, Gold Open Access, Green Open Access.
Tucker, A. (2003). A model curriculum for k–12 computer science: Final report of the acm k–12 task force curriculum committee. Technical report, New York, NY, USA.
Yi-Ming Kao, G. and Ruan, C.-A. (2022). Designing and evaluating a high interactive augmented reality system for programming learning. Computers in Human Behavior, 132.
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., and Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 3:100096.
Boonbrahm, S., Boonbrahm, P., Kaewrat, C., Pengkaew, P., and Khachorncharoenkul, P. (2019). Teaching fundamental programming using augmented reality.
Caballero-Gonzalez, Y.-A., Muñoz-Repiso, A. G.-V., and García-Holgado, A. (2019). Learning computational thinking and social skills development in young children through problem solving with educational robotics. TEEM’19, page 19–23, New York, NY, USA. Association for Computing Machinery.
Carreño-León, M., Sandoval-Bringas, A., Álvarez-Rodríguez, F., and Camacho-González, Y. (2018). Gamification technique for teaching programming. In 2018 IEEE Global Engineering Education Conference (EDUCON), pages 2009–2014.
Chung, C.-Y., Awad, N., and Hsiao, H. (2021). Collaborative programming problem-solving in augmented reality: Multimodal analysis of effectiveness and group collaboration. Australasian Journal of Educational Technology, 37(5):17 – 31. Cited by: 1; All Open Access, Gold Open Access.
Chung, C.-Y. and Hsiao, I.-H. (2020). Computational thinking in augmented reality: An investigation of collaborative debugging practices. In 2020 6th International Conference of the Immersive Learning Research Network (iLRN), pages 54–61.
Denner, J., Campe, S., and Werner, L. (2019). Does computer game design and programming benefit children? a meta-synthesis of research. ACM Trans. Comput. Educ., 19(3).
Dörner, R., Göbel, S., Effelsberg, W., and Wiemeyer, J. (2016). Introduction, pages 1–34. Springer International Publishing, Cham.
Esteves, A., Santana, A., and Lyra, R. (2019). Use of augmented reality for computational thinking stimulation through virtual toys. In Anais do XXI Simpósio de Realidade Virtual e Aumentada, pages 252–256, Porto Alegre, RS, Brasil. SBC.
Frosi, F. and Jaques, P. (2020). Jogos digitais para o ensino de programação: uma revisão sistemática das pesquisas publicadas no brasil entre 2015 e 2019. Anais do XIX Simpósio Brasileiro de Jogos e Entretenimento Digital-SBGames, Recife/PE, Brasil, pages 653–652.
Gardeli, A. and Vosinakis, S. (2019). Arquest: A tangible augmented reality approach to developing computational thinking skills. In 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), pages 1–8.
Goyal, S., Vijay, R. S., Monga, C., and Kalita, P. (2016). Code bits: An inexpensive tangible computational thinking toolkit for k-12 curriculum. In Proceedings of the TEI ’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI ’16, page 441–447, New York, NY, USA. Association for Computing Machinery.
Kazanidis, I., Tsinakos, A., and Lytridis, C. (2017). Teaching mobile programming using augmented reality and collaborative game based learning. In Interactive mobile communication, technologies and learning, pages 850–859. Springer.
Luxton-Reilly, A., Simon, Albluwi, I., Becker, B. A., Giannakos, M., Kumar, A. N., Ott, L., Paterson, J., Scott, M. J., Sheard, J., and Szabo, C. (2018). Introductory programming: A systematic literature review. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2018 Companion, page 55–106, New York, NY, USA. Association for Computing Machinery.
Masso, N. and Grace, L. (2011). Shapemaker: A game-based introduction to programming. In 2011 16th International Conference on Computer Games (CGAMES), pages 168–171.
Mesia, N. S., Sanz, C., and Gorga, G. (2016). Augmented reality for programming teaching. student satisfaction analysis. In 2016 International Conference on Collaboration Technologies and Systems (CTS), pages 165–171.
Oh, H., Deshmane, A., Li, F., Han, J. Y., Stewart, M., Tsai, M., Xu, X., and Oakley, I. (2013). The digital dream lab: tabletop puzzle blocks for exploring programmatic concepts. In Proceedings of the 7th international conference on tangible, embedded and embodied interaction, pages 51–56.
Petersen, K., Vakkalanka, S., and Kuzniarz, L. (2015). Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, 64:1–18.
Rios, M. G. and Paredes-Velasco, M. (2021). Using augmented reality in programming learning: A systematic mapping study. In 2021 IEEE Global Engineering Education Conference (EDUCON), pages 1635–1641.
Sakamoto, R. and Ohshima, T. (2019). Code weaver: A tangible programming learning tool with mixed reality interface. In SIGGRAPH Asia 2019 Posters, SA ’19, New York, NY, USA. Association for Computing Machinery.
Saleh, A., Chin, G., Tei, R., Othman, M., Mohamad, F. S., and Chen, C. J. (2021). Learning Scope of Python Coding Using Immersive Virtual Reality, pages 1086–1100.
Sharaf, N., Ahmed, G., and Ihab, S. (2020). Virtual/mixed reality control of a game through scratch. In 2020 24th International Conference Information Visualisation (IV), pages 689–693.
Sharma, V., Bhagat, K. K., Huang, H.-H., and Chen, N.-S. (2022). The design and evaluation of an ar-based serious game to teach programming. Computers & Graphics, 103:1–18.
Silva, T., Medeiros, T., Medeiros, H., Lopes, R., and Aranha, E. (2015). Ensino-aprendizagem de programação: uma revisão sistemática da literatura. Revista Brasileira de Informática na Educação, 23(01):182.
Sittiyuno, S. and Chaipah, K. (2019). Arcode: Augmented reality application for learning elementary computer programming. In 2019 16th International Joint Conference on Computer Science and Software Engineering (JCSSE), pages 32–37.
Strawhacker, A. and Bers, M. U. (2019). What they learn when they learn coding: investigating cognitive domains and computer programming knowledge in young children. Educational Technology Research and Development, 67(3):541–575.
Tsai, C.-Y. and Lai, Y.-C. (2022). Design and validation of an augmented reality teaching system for primary logic programming education. Sensors, 22(1). Cited by: 1; All Open Access, Gold Open Access, Green Open Access.
Tucker, A. (2003). A model curriculum for k–12 computer science: Final report of the acm k–12 task force curriculum committee. Technical report, New York, NY, USA.
Yi-Ming Kao, G. and Ruan, C.-A. (2022). Designing and evaluating a high interactive augmented reality system for programming learning. Computers in Human Behavior, 132.
Zhan, Z., He, L., Tong, Y., Liang, X., Guo, S., and Lan, X. (2022). The effectiveness of gamification in programming education: Evidence from a meta-analysis. Computers and Education: Artificial Intelligence, 3:100096.
Publicado
06/11/2023
Como Citar
ARAGÃO, Paulo André Pimenta; AVELLAR, Gustavo Martins Nunes; BARBOSA, Ellen Francine.
Ensino de Programação e Pensamento Computacional Utilizando Realidade Virtual, Realidade Aumentada e Jogos: Um Mapeamento Sistemático da Literatura. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 800-812.
DOI: https://doi.org/10.5753/sbie.2023.234858.
