Narrativas e Jogos Digitais: Identificando os Pilares do Pensamento Computacional
Abstract
Computational Thinking supports the development of skills in solving problems in the real world, generally related to the use of technological tools and programming. However, before contact with digital artifacts, it is important to encourage and explore playful and active activities that contribute to a good learning experience. This work aims to investigate and identify the pillars of the PC through the creation of narratives and the development of games created by students aged 7 to 10 years old, participating in an extracurricular game programming course. A qualitative study with interpretative analysis was carried out. The results show that the process of creating games based on narratives can improve fundamental skills for the PC. Therefore, we can see a growing interest in delving deeper into these algorithmic skills while absorbed by the prospect of creating a unique game.References
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Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., and Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179:104425.
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Wing, J. (2017). Computational thinking’s influence on research and education for all. Italian Journal of Educational Technology, 25(2):7–14.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zimmerman, B. J. and Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.
Bortoni-Ricardo, S. M. (2008). O professor pesquisador: introdução à pesquisa qualitativa.
Byrne, R. M., Evans, J. S. B., and Newstead, S. E. (2019). Human reasoning: The psychology of deduction. Psychology Press.
Cansu, F. K. and Cansu, S. K. (2019). An overview of computational thinking. International Journal of Computer Science Education in Schools, 3(1):17–30.
de França, R. S., Falcão, T. P., Peres, F., and Morais, D. (2021). Uma análise da emergência de pensamento computacional em práticas de desenvolvimento de jogos digitais na educaçao do campo. In Anais do Simpósio Brasileiro de Educação em Computação, pages 104–112. SBC.
de Sousa Pires, F. G., Duarte, J. C., da Silva Pessoa, L., dos Santos Pereira, K. S., Melo, R., and de Freitas, R. (2018). Uma análise cognitiva entre a emergência de padrões em narrativas infantis e elementos do pensamento computacional. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 29, page 1193.
Fletcher, A. and Benveniste, M. (2022). A new method for training creativity: narrative as an alternative to divergent thinking. Annals of the New York Academy of Sciences, 1512(1):29–45.
Forman, E. A. and Cazden, C. B. (2013). Exploring vygotskian perspectives in education: The cognitive value of peer interaction. In Learning relationships in the classroom, pages 189–206. Routledge.
França, J. B., Saburido, B., and Dias, A. F. (2022). Desenvolvendo o pensamento computacional por meio de histórias: Uma estratégia para docentes do ensino básico. Sociedade Brasileira de Computação.
Grover, S. and Pea, R. (2013). Computational thinking in k–12: A review of the state of the field. Educational researcher, 42(1):38–43.
Honda, F., Pires, F., Pessoa, M., and de Oliveira, E. H. T. (2020). Lições aprendidas em computação através da criação de um jogo educacional: entre automatos e design de aprendizagem. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 1753–1762. SBC.
Honda, F., Pires, F., Pessoa, M., and Oliveira, E. H. (2023). Automigos: learning design para ludificação de autômatos finitos determinísticos. In Anais do XXXI Workshop sobre Educação em Computação, pages 545–556. SBC.
Howland, K. and Good, J. (2015). Learning to communicate computationally with flip: A bi-modal programming language for game creation. Computers & Education, 80:224–240.
Khoo, K. Y. (2020). A case study on how children develop computational thinking collaboratively with robotics toys. International Journal of Educational Technology and Learning, 9(1):39–51.
Macena, J., Pires, F., and Melo, R. (2022). Hello food: uma jornada de aprendizagem lúdica em algoritmos, programação e pensamento computacional. In Anais do XXXIII Simpósio Brasileiro de Informática na Educação, pages 561–572. SBC.
Marinus, E., Powell, Z., Thornton, R., McArthur, G., and Crain, S. (2018). Unravelling the cognition of coding in 3-to-6-year olds: The development of an assessment tool and the relation between coding ability and cognitive compiling of syntax in natural language. In Proceedings of the 2018 ACM Conference on International Computing Education Research, pages 133–141.
Murphy, P. K., Ogata, T. M., and Schoute, E. C. (2023). “valued” thinking in education: Liberating the narrative. Educational Psychology Review, 35(1):35.
Panadero, E., Alonso-Tapia, J., et al. (2014). How do students selfregulate? review of zimmerman’s cyclical model of self-regulated learning. Anales de psicologia, 30(2):450–462.
Perrier, G., Gonçalves, L., and Almeida, M. Narrativa digital e o desenvolvimento do pensamento computacional digital narrative and the development of computational thinking.
Pires, F. G. d. S. et al. (2021). Thinkted lab, um caso de aprendizagem criativa em computação no nível superior.
Scherer, R., Siddiq, F., and Sánchez Viveros, B. (2019). The cognitive benefits of learning computer programming: A meta-analysis of transfer effects. Journal of Educational Psychology, 111(5):764.
Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational psychology review, 20:463–467.
Shute, V. J., Sun, C., and Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational research review, 22:142–158.
Tsarava, K., Moeller, K., Román-González, M., Golle, J., Leifheit, L., Butz, M. V., and Ninaus, M. (2022). A cognitive definition of computational thinking in primary education. Computers & Education, 179:104425.
Vygotsky, L. S. (1998). A formação social da mente. tradução: Monica stahel m. da silva.
Wing, J. (2017). Computational thinking’s influence on research and education for all. Italian Journal of Educational Technology, 25(2):7–14.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3):33–35.
Zimmerman, B. J. and Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.
Published
2023-11-06
How to Cite
LIMA, Giovanna; DUARTE, Jose Carlos; PIRES, Fernanda; PESSOA, Marcela.
Narrativas e Jogos Digitais: Identificando os Pilares do Pensamento Computacional. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 1896-1907.
DOI: https://doi.org/10.5753/sbie.2023.235362.
