Exploring the effects of feedback on the problem-solving process of novice programmers
Resumo
A pesquisa investiga como estados afetivos específicos, como frustração, tédio e ansiedade, influenciam os comportamentos de busca de ajuda em atividades de programação de resolução de problemas. Realizado com 73 alunos iniciantes em programação divididos em duas turmas CS1, o estudo utiliza um ambiente de aprendizagem interativo para coletar e analisar dados das interações dos alunos. Os resultados revelam que estados afetivos negativos estão significativamente associados à busca por pistas que oferecem respostas prontas para os problemas. Além disso, há uma correlação entre tédio e ansiedade relatados pelos alunos. Conclui-se que estados afetivos negativos podem motivar os alunos a preferir soluções rápidas e menos desafiadoras, enfatizando a importância de considerar a dimensão afetiva no design de ambientes de aprendizagem interativos.
Referências
Alves, F. P., & Jaques, P. (2014). Um ambiente virtual com feedback personalizado para apoio a disciplinas de programação. In Anais dos Workshops do Congresso Brasileiro de Informática na Educação (Vol. 3, p. 51).
Boud, D., & Molloy, E. (Eds.). (2013). Feedback in higher and professional education: Understanding it and doing it well. Routledge.
Caspersen, M. E., & Bennedsen, J. (2007). Instructional design of a programming course: A learning theoretic approach. In Proceedings of the third international workshop on Computing education research (pp. 111–122).
Cavalcanti, A. P., de Mello, R. F. L., de Miranda, P. B. C., & de Freitas, F. L. G. (2020). Análise automática de feedback em ambientes de aprendizagem online. In Anais do XXXI Simpósio Brasileiro de Informática na Educação (pp. 892–901). SBC.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Houghton, W. (2004). Learning and teaching theory for engineering academics. Engineering Subject Centre.
Koulouri, T., Lauria, S., and Macredie, R. D. (2014). Teaching introductory programming: A quantitative evaluation of different approaches. ACM Transactions on Computing Education, 14(4).
Kunkle, W. M. and Allen, R. B. (2016). The impact of different teaching approaches and languages on student learning of introductory programming concepts. ACM Transactions on Computing Education, 16(1).
Lahtinen, E., Ala-Mutka, K., and Järvinen, H.-M. (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, 37(3), 14–18.
Langer, P. (2011). The use of feedback in education: a complex instructional strategy. Psychological Reports, 109(3), 775–7848.
Medeiros, R. P., Ramalho, G. L., and Falcão, T. P. (2018). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77–90.
Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214–228.
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In Spector, J. M., Merrill, M. D., Van Merrienboer, J. J. G., and Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125–143). Erlbaum.
Raabe, A., de Jesus, E. A., Hodecker, A., and Pelz, F. (2015). Avaliação do feedback gerado por um corretor automático de algoritmos. In Proceedings of the Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 26, 358.
Sheard, J., Simon, S., Hamilton, M., and Lönnberg, J. (2009). Analysis of research into the teaching and learning of programming. In Proceedings of the Fifth International Workshop on Computing Education Research Workshop (pp. 93–104).
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Spohrer, J. C. and Soloway, E. (1989). Simulating student programmers. In Proceedings of the International Joint Conference on Artificial Intelligence (IJCAI), 89, 543–549.
Boud, D., & Molloy, E. (Eds.). (2013). Feedback in higher and professional education: Understanding it and doing it well. Routledge.
Caspersen, M. E., & Bennedsen, J. (2007). Instructional design of a programming course: A learning theoretic approach. In Proceedings of the third international workshop on Computing education research (pp. 111–122).
Cavalcanti, A. P., de Mello, R. F. L., de Miranda, P. B. C., & de Freitas, F. L. G. (2020). Análise automática de feedback em ambientes de aprendizagem online. In Anais do XXXI Simpósio Brasileiro de Informática na Educação (pp. 892–901). SBC.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Houghton, W. (2004). Learning and teaching theory for engineering academics. Engineering Subject Centre.
Koulouri, T., Lauria, S., and Macredie, R. D. (2014). Teaching introductory programming: A quantitative evaluation of different approaches. ACM Transactions on Computing Education, 14(4).
Kunkle, W. M. and Allen, R. B. (2016). The impact of different teaching approaches and languages on student learning of introductory programming concepts. ACM Transactions on Computing Education, 16(1).
Lahtinen, E., Ala-Mutka, K., and Järvinen, H.-M. (2005). A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, 37(3), 14–18.
Langer, P. (2011). The use of feedback in education: a complex instructional strategy. Psychological Reports, 109(3), 775–7848.
Medeiros, R. P., Ramalho, G. L., and Falcão, T. P. (2018). A systematic literature review on teaching and learning introductory programming in higher education. IEEE Transactions on Education, 62(2), 77–90.
Narciss, S. (2004). The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology, 51(3), 214–228.
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In Spector, J. M., Merrill, M. D., Van Merrienboer, J. J. G., and Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125–143). Erlbaum.
Raabe, A., de Jesus, E. A., Hodecker, A., and Pelz, F. (2015). Avaliação do feedback gerado por um corretor automático de algoritmos. In Proceedings of the Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), 26, 358.
Sheard, J., Simon, S., Hamilton, M., and Lönnberg, J. (2009). Analysis of research into the teaching and learning of programming. In Proceedings of the Fifth International Workshop on Computing Education Research Workshop (pp. 93–104).
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Spohrer, J. C. and Soloway, E. (1989). Simulating student programmers. In Proceedings of the International Joint Conference on Artificial Intelligence (IJCAI), 89, 543–549.
Publicado
04/11/2024
Como Citar
ROCHA, Hemilis Joyse Barbosa.
Exploring the effects of feedback on the problem-solving process of novice programmers. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 474-485.
DOI: https://doi.org/10.5753/sbie.2024.242737.
