Perspectiva dos Estudantes sobre um Agente Pedagógico Baseado em Exemplos para a Aprendizagem de Programação: uma análise qualitativa
Resumo
A programação está se tornando cada vez mais importante em nossa sociedade, mas seu aprendizado apresenta desafios significativos, especialmente para iniciantes. A incorporação de chatbots surge como uma estratégia educacional eficaz, oferecendo suporte contínuo e feedback personalizado. Este artigo apresenta o CoderBot, um agente pedagógico educacional baseado na Aprendizagem por Exemplos, que integra exemplos práticos corretos e errôneos de código. Um estudo exploratório qualitativo com 103 estudantes de disciplinas introdutórias evidenciou que o CoderBot ajudou na compreensão dos exercícios. Contudo, identificou-se a necessidade de mais exemplos e melhorias na clareza das respostas para maximizar seu potencial educacional.
Palavras-chave:
CoderBot, agente pedagógico, Autoeficácia, aceitação, ensino de programação
Referências
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Carreira, G., Silva, L., Mendes, A. J., and Oliveira, H. G. (2022). Pyo, a chatbot assistant for introductory programming students. In 2022 International Symposium on Computers in Education (SIIE), pages 1–6. IEEE.
Chaves, A. P. (2023). Desenho de linguagem de chatbots: influência da variação da linguagem na experiência do usuário com chatbot assistente de turismo. In Anais Estendidos do XVIII Simpósio Brasileiro de Sistemas Colaborativos, pages 42–47. SBC.
Chen, O., Retnowati, E., Chan, B. K. Y., and Kalyuga, S. (2023). The effect of worked examples on learning solution steps and knowledge transfer. Educational Psychology, 43(8):914–928.
Correia, J., Nicholson, M. C., Coutinho, D., Barbosa, C., Castelluccio, M., Gerosa, M., Garcia, A., and Steinmacher, I. (2024). Unveiling the potential of a conversational agent in developer support: Insights from mozilla’s pdf. js project.
Dantas, L. G. (2020). Um protótipo de um sistema para fornecer dicas para tarefas de programação em disciplinas de programação introdutória.
de Sousa Alves, R., do Nascimento, G. M., and de Sousa, R. R. (2021). Elementos do emprego de chatbots para auxílio no ensino de programação: Uma revisão sistemática da literatura. Brazilian Journal of Development, 7(5):43908–43927.
Edwards, J., Ditton, J., Trninic, D., Swanson, H., Sullivan, S., and Mano, C. (2020). Syntax exercises in cs1. In Proceedings of the 2020 ACM Conference on International Computing Education Research, pages 216–226
Große, C. S. and Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and instruction, 17(6):612–634.
Hobert, S. (2019). Say hello to ’coding tutor’! design and evaluation of a chatbot-based learning system supporting students to learn to program.
Huang, X. (2017). Example-based learning: Effects of different types of examples on student performance, cognitive load and self-efficacy in a statistical learning task. Interactive Learning Environments, 25:283–294.
Ilieva, G., Yankova, T., Klisarova-Belcheva, S., Dimitrov, A., Bratkov, M., and Angelov, D. (2023). Effects of generative chatbots in higher education. Information, 14(9):492.
Iqbal Malik, S., Ashfque, M., Tawafak, R., Alfarsi, G., Usmani, N., and Hamza Khudayer, B. (2022). A chatbot to facilitate student learning in a programming 1 course: A gendered analysis. International Journal of Virtual and Personal Learning Environments, 12:1–20.
Jury, B., Lorusso, A., Leinonen, J., Denny, P., and Luxton-Reilly, A. (2024). Evaluating llm-generated worked examples in an introductory programming course. In Proceedings of the 26th Australasian Computing Education Conference, pages 77–86.
Kasinathan, V., Mustapha, A., Siow, S., and Hopman, M. (2018). Tictad: A chatterbot for learning visual c# programming based on expert system,". Indonesian Journal of Electrical Engineering and Computer Science, 11(2):740–746.
Kerneža, M. (2023). Fundamental and basic cognitive skills required for teachers to effectively use chatbots in education. In Science And Technology Education: New Developments And Innovations, pages 99–110. Scientia Socialis, UAB.
McLaren, B. M., van Gog, T., Ganoe, C., Karabinos, M., and Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55:87–99.
Morais, C. G. B. (2022). Ensino e aprendizagem de programação: estudo de caso no ensino superior.
Okonkwo, C. W. and Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2:100033.
Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., and Pane, J. D. (2017). How Does Personalized Learning Affect Student Achievement? RAND Corporation, Santa Monica, CA.
Papakostas, C., Troussas, C., Krouska, A., and Sgouropoulou, C. (2024). A rule-based chatbot offering personalized guidance in computer programming education. In International Conference on Intelligent Tutoring Systems, pages 253–264. Springer.
Penney, J., Pimentel, J. F., Steinmacher, I., and Gerosa, M. A. (2023). Anticipating user needs: Insights from design fiction on conversational agents for computational thinking. In International Workshop on Chatbot Research and Design, pages 204–219. Springer.
Roca, M. D. L., Chan, M. M., Garcia-Cabot, A., Garcia-Lopez, E., and AmadoSalvatierra, H. (2024). The impact of a chatbot working as an assistant in a course for supporting student learning and engagement. Computer Applications in Engineering Education, page e22750.
Silva, W., Steinmacher, I., and Conte, T. (2019). Students’ and instructors’ perceptions of five different active learning strategies used to teach software modeling. IEEE Access, 7:184063–184077.
Sousa, A. C. S. d. and Fecchio, R. L. (2021). Chatbots no apoio à educação superior: revisão de literatura.
Sweller, J., Van Merrienboer, J. J., and Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, pages 251–296.
Van Gog, T. and Rummel, N. (2018). Example-based learning. In International Handbook of the Learning Sciences. Routledge.
Bii, P. (2013). Chatbot technology: A possible means of unlocking student potential to learn how to learn. Educational Research, 4(2):218–221.
Carreira, G., Silva, L., Mendes, A. J., and Oliveira, H. G. (2022). Pyo, a chatbot assistant for introductory programming students. In 2022 International Symposium on Computers in Education (SIIE), pages 1–6. IEEE.
Chaves, A. P. (2023). Desenho de linguagem de chatbots: influência da variação da linguagem na experiência do usuário com chatbot assistente de turismo. In Anais Estendidos do XVIII Simpósio Brasileiro de Sistemas Colaborativos, pages 42–47. SBC.
Chen, O., Retnowati, E., Chan, B. K. Y., and Kalyuga, S. (2023). The effect of worked examples on learning solution steps and knowledge transfer. Educational Psychology, 43(8):914–928.
Correia, J., Nicholson, M. C., Coutinho, D., Barbosa, C., Castelluccio, M., Gerosa, M., Garcia, A., and Steinmacher, I. (2024). Unveiling the potential of a conversational agent in developer support: Insights from mozilla’s pdf. js project.
Dantas, L. G. (2020). Um protótipo de um sistema para fornecer dicas para tarefas de programação em disciplinas de programação introdutória.
de Sousa Alves, R., do Nascimento, G. M., and de Sousa, R. R. (2021). Elementos do emprego de chatbots para auxílio no ensino de programação: Uma revisão sistemática da literatura. Brazilian Journal of Development, 7(5):43908–43927.
Edwards, J., Ditton, J., Trninic, D., Swanson, H., Sullivan, S., and Mano, C. (2020). Syntax exercises in cs1. In Proceedings of the 2020 ACM Conference on International Computing Education Research, pages 216–226
Große, C. S. and Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? Learning and instruction, 17(6):612–634.
Hobert, S. (2019). Say hello to ’coding tutor’! design and evaluation of a chatbot-based learning system supporting students to learn to program.
Huang, X. (2017). Example-based learning: Effects of different types of examples on student performance, cognitive load and self-efficacy in a statistical learning task. Interactive Learning Environments, 25:283–294.
Ilieva, G., Yankova, T., Klisarova-Belcheva, S., Dimitrov, A., Bratkov, M., and Angelov, D. (2023). Effects of generative chatbots in higher education. Information, 14(9):492.
Iqbal Malik, S., Ashfque, M., Tawafak, R., Alfarsi, G., Usmani, N., and Hamza Khudayer, B. (2022). A chatbot to facilitate student learning in a programming 1 course: A gendered analysis. International Journal of Virtual and Personal Learning Environments, 12:1–20.
Jury, B., Lorusso, A., Leinonen, J., Denny, P., and Luxton-Reilly, A. (2024). Evaluating llm-generated worked examples in an introductory programming course. In Proceedings of the 26th Australasian Computing Education Conference, pages 77–86.
Kasinathan, V., Mustapha, A., Siow, S., and Hopman, M. (2018). Tictad: A chatterbot for learning visual c# programming based on expert system,". Indonesian Journal of Electrical Engineering and Computer Science, 11(2):740–746.
Kerneža, M. (2023). Fundamental and basic cognitive skills required for teachers to effectively use chatbots in education. In Science And Technology Education: New Developments And Innovations, pages 99–110. Scientia Socialis, UAB.
McLaren, B. M., van Gog, T., Ganoe, C., Karabinos, M., and Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55:87–99.
Morais, C. G. B. (2022). Ensino e aprendizagem de programação: estudo de caso no ensino superior.
Okonkwo, C. W. and Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2:100033.
Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., and Pane, J. D. (2017). How Does Personalized Learning Affect Student Achievement? RAND Corporation, Santa Monica, CA.
Papakostas, C., Troussas, C., Krouska, A., and Sgouropoulou, C. (2024). A rule-based chatbot offering personalized guidance in computer programming education. In International Conference on Intelligent Tutoring Systems, pages 253–264. Springer.
Penney, J., Pimentel, J. F., Steinmacher, I., and Gerosa, M. A. (2023). Anticipating user needs: Insights from design fiction on conversational agents for computational thinking. In International Workshop on Chatbot Research and Design, pages 204–219. Springer.
Roca, M. D. L., Chan, M. M., Garcia-Cabot, A., Garcia-Lopez, E., and AmadoSalvatierra, H. (2024). The impact of a chatbot working as an assistant in a course for supporting student learning and engagement. Computer Applications in Engineering Education, page e22750.
Silva, W., Steinmacher, I., and Conte, T. (2019). Students’ and instructors’ perceptions of five different active learning strategies used to teach software modeling. IEEE Access, 7:184063–184077.
Sousa, A. C. S. d. and Fecchio, R. L. (2021). Chatbots no apoio à educação superior: revisão de literatura.
Sweller, J., Van Merrienboer, J. J., and Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, pages 251–296.
Van Gog, T. and Rummel, N. (2018). Example-based learning. In International Handbook of the Learning Sciences. Routledge.
Publicado
04/11/2024
Como Citar
VILLA, João Emilio Antonio et al.
Perspectiva dos Estudantes sobre um Agente Pedagógico Baseado em Exemplos para a Aprendizagem de Programação: uma análise qualitativa. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 459-473.
DOI: https://doi.org/10.5753/sbie.2024.242723.
