Gamificação e a Experiência de Fluxo no Aprendizado de Programação Básica no Ensino Superior
Resumo
Um dos maiores desafios na área de ensino de programação básica é manter o interesse e a motivação dos alunos na realização das atividades extraclasses, pois muitos deles ao se depararem com dificuldades, desistem de fazer as atividades opcionais, comprometendo seu aprendizado. A gamificação tem sido considerada uma possibilidade relevante nesse contexto. No presente trabalho foi investigado se o design gamificado fundamentado na teoria de fluxo de Csikszentmihalyi poderia ajudar os alunos a persistirem e se engajarem em atividades extracurriculares. Para isso, foi realizado um estudo experimental com alunos de instituições privadas de Ensino Superior da área de Tecnologia, em ambientes gamificado e não gamificado.
Referências
Andrade, Fernando et al. (2016) QPJ-BR: Questionário para Identificação de Perfis de Jogadores para o Português-Brasileiro. Anais do Simpósio Brasileiro de Informática na Educação (SBIE), p. 637-646.
Bartle, R. (1996) Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
Bittencourt I. I., Freires L, Lu Y., Challco G. C., Fernandes S., et al. (2021) Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR). PLOS ONE 16(7): e0253044.
Chalco Challco, G., Bittencourt, I. I., Reis, M., Santos, J., & Isotani, S. (2023). Gamiflow: Towards a Flow Theory-Based Gamification Framework for Learning Scenarios. In International Conference on Artificial Intelligence in Education (pp. 415-421). Cham: Springer Nature Switzerland.
Csikszentmihalyi, M. (2000) Beyond boredom and anxiety. Jossey-Bass.
Dambic, G., Kesscec, T., Kucak, D. (2021) A blended learning with gamification approach for teaching programming courses in higher education. Proceedings - 44th International Convention on Information, Communication and Electronic Technology, MIPRO 2021, pp. 843-847.
Edwards, S. H. and Goldman, A. B. (2020) Using the "Daily Missions" Gamification Strategy To Promote Incremental Progress on Programming Assignments. Hawaii International Conference on System Sciences.
Facey-Shaw, L., Specht, M., Bartley-Bryan, J. (2018) Digital Badges for Motivating Introductory Programmers: Qualitative Findings from Focus Groups, Proceedings - Frontiers in Education Conference, FIE.
Kocadere, S. A., & Çağlar, S. (2018). Gamification from Player Type Perspective: A Case Study. Educational Technology & Society, 21 (3), 12–22.
Li, Z., Edwards, S.H. (2020) Integrating role-playing gamification into programming activities to increase student engagement, ASEE Annual Conference and Exposition, Conference Proceedings.
Marín, B.; Frez, J.; Cruz-Lemus, J.; Genero, M. (2018) An Empirical Investigation on the Benefits of Gamification in Programming Courses. ACM Trans. Comput.Educ., 19, 1, 22 p..
Marinho, A., Bittencourt, I. I., Dos Santos, W. O.; Dermeval, D. (2019) Does Gamification Improve Flow Experience in Classroom? An Analysis of Gamer Types in Collaborative and Competitive Settings. Brazilian Journal of Computers in Education (RBIE), 27, 2, pp. 40-68.
Oliveira, W., Toda, A. M., Palomino, P. T., Shi,L, Isotani, S., Bittencourt, I.I., Vassileva, J. (2020) Does Tailoring Gamified Educational Systems Matter? The Impact on Students’ Flow Experience. Proceedings of the 53rd Hawaii International Conference on System Sciences, pp. 1226-1235.
Paiva, J.C., Leal, J.P., Queirós, R. (2020) Fostering programming practice through games, Information (Switzerland), 11 (11), pp. 1-20.
Pilkington, C. (2018) A playful approach to fostering motivation in a distance education computer programming course: Behaviour change and student perceptions. International Review of Researc.h in Open and Distance Learning, 19, 3, pp. 282-298.
R Core Team. (2021) R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
Saavedra-Sánchez, D., Martha, V., Olivares-Rodríguez, C. (2019) Effort analysis of computational thinking process over a gamified and non-gamified environments. Proceedings - CEUR Workshop, 2425, pp. 89-99.
Shi N. (2021) Improving Undergraduate Novice Programmer Comprehension through Case-Based Teaching with Roles of Variables to Provide Scaffolding. Information.; 12, 10.
Sillaots, M. (2014) Achieving Flow through Gamification in the Course of Computer Games. Proceedings of the European Conference on e-Learning, ECEL.
Tasadduq, M., Khan, M. S., Nawab, R. M. A., Jamal, M. H., Chaudhry, M. T. (2021) Exploring the effects of gamification on students with rote learning background while learning computer programming. Computer Applications in Engineering Education, 29, 6, pp. 1871-1891.
Werbach, K.; Hunter, D. (2012) For the win: how game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Yee, N. (2006) Motivations for play in online games. Cyberpsychology & Behavior : The Impact of the Internet, Multimedia and Virtual Reality on Behavior and Society, 9(6), pp. 772–775.
Zanetti, H.; Borges, M.; Ricarte, I. (2022). A Teoria de Aprendizagem Significativa no Ensino de Programação: um Mapeamento Sistemático da Literatura. Anais do Simpósio Brasileiro de Informática na Educação (SBIE), pp. 01-14.
Bartle, R. (1996) Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
Bittencourt I. I., Freires L, Lu Y., Challco G. C., Fernandes S., et al. (2021) Validation and psychometric properties of the Brazilian-Portuguese dispositional flow scale 2 (DFS-BR). PLOS ONE 16(7): e0253044.
Chalco Challco, G., Bittencourt, I. I., Reis, M., Santos, J., & Isotani, S. (2023). Gamiflow: Towards a Flow Theory-Based Gamification Framework for Learning Scenarios. In International Conference on Artificial Intelligence in Education (pp. 415-421). Cham: Springer Nature Switzerland.
Csikszentmihalyi, M. (2000) Beyond boredom and anxiety. Jossey-Bass.
Dambic, G., Kesscec, T., Kucak, D. (2021) A blended learning with gamification approach for teaching programming courses in higher education. Proceedings - 44th International Convention on Information, Communication and Electronic Technology, MIPRO 2021, pp. 843-847.
Edwards, S. H. and Goldman, A. B. (2020) Using the "Daily Missions" Gamification Strategy To Promote Incremental Progress on Programming Assignments. Hawaii International Conference on System Sciences.
Facey-Shaw, L., Specht, M., Bartley-Bryan, J. (2018) Digital Badges for Motivating Introductory Programmers: Qualitative Findings from Focus Groups, Proceedings - Frontiers in Education Conference, FIE.
Kocadere, S. A., & Çağlar, S. (2018). Gamification from Player Type Perspective: A Case Study. Educational Technology & Society, 21 (3), 12–22.
Li, Z., Edwards, S.H. (2020) Integrating role-playing gamification into programming activities to increase student engagement, ASEE Annual Conference and Exposition, Conference Proceedings.
Marín, B.; Frez, J.; Cruz-Lemus, J.; Genero, M. (2018) An Empirical Investigation on the Benefits of Gamification in Programming Courses. ACM Trans. Comput.Educ., 19, 1, 22 p..
Marinho, A., Bittencourt, I. I., Dos Santos, W. O.; Dermeval, D. (2019) Does Gamification Improve Flow Experience in Classroom? An Analysis of Gamer Types in Collaborative and Competitive Settings. Brazilian Journal of Computers in Education (RBIE), 27, 2, pp. 40-68.
Oliveira, W., Toda, A. M., Palomino, P. T., Shi,L, Isotani, S., Bittencourt, I.I., Vassileva, J. (2020) Does Tailoring Gamified Educational Systems Matter? The Impact on Students’ Flow Experience. Proceedings of the 53rd Hawaii International Conference on System Sciences, pp. 1226-1235.
Paiva, J.C., Leal, J.P., Queirós, R. (2020) Fostering programming practice through games, Information (Switzerland), 11 (11), pp. 1-20.
Pilkington, C. (2018) A playful approach to fostering motivation in a distance education computer programming course: Behaviour change and student perceptions. International Review of Researc.h in Open and Distance Learning, 19, 3, pp. 282-298.
R Core Team. (2021) R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
Saavedra-Sánchez, D., Martha, V., Olivares-Rodríguez, C. (2019) Effort analysis of computational thinking process over a gamified and non-gamified environments. Proceedings - CEUR Workshop, 2425, pp. 89-99.
Shi N. (2021) Improving Undergraduate Novice Programmer Comprehension through Case-Based Teaching with Roles of Variables to Provide Scaffolding. Information.; 12, 10.
Sillaots, M. (2014) Achieving Flow through Gamification in the Course of Computer Games. Proceedings of the European Conference on e-Learning, ECEL.
Tasadduq, M., Khan, M. S., Nawab, R. M. A., Jamal, M. H., Chaudhry, M. T. (2021) Exploring the effects of gamification on students with rote learning background while learning computer programming. Computer Applications in Engineering Education, 29, 6, pp. 1871-1891.
Werbach, K.; Hunter, D. (2012) For the win: how game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Yee, N. (2006) Motivations for play in online games. Cyberpsychology & Behavior : The Impact of the Internet, Multimedia and Virtual Reality on Behavior and Society, 9(6), pp. 772–775.
Zanetti, H.; Borges, M.; Ricarte, I. (2022). A Teoria de Aprendizagem Significativa no Ensino de Programação: um Mapeamento Sistemático da Literatura. Anais do Simpósio Brasileiro de Informática na Educação (SBIE), pp. 01-14.
Publicado
06/11/2023
Como Citar
BRAZ, Priscilla Fonseca de Abreu; CHALCO, Geiser; SANTOS, Jário; REIS, Marcelo; ISOTANI, Seiji; BITTENCOURT, Ig Ibert.
Gamificação e a Experiência de Fluxo no Aprendizado de Programação Básica no Ensino Superior. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 900-911.
DOI: https://doi.org/10.5753/sbie.2023.235137.
