Estratégias de Gamificação Personalizadas no Ensino de Programação: Uma Revisão Sistemática da Literatura
Resumo
Este artigo identifica as melhores práticas para a aplicação eficaz da gamificação no ensino de programação por meio de uma revisão sistemática da literatura, abrangendo estudos de 2019 a 2024. Analisando 45 artigos, revela que estratégias de gamificação personalizadas, que consideram perfis individuais dos alunos, são essenciais para melhorar o engajamento e os resultados de aprendizagem. A revisão destaca a importância de adaptar a gamificação às características, estilos de aprendizagem e motivações dos alunos. Conclui-se que a personalização da gamificação é fundamental para o sucesso, proporcionando uma experiência de aprendizagem mais significativa e motivadora.
Palavras-chave:
Gamificação, Personalização, Ensino de Programação, Engajamento dos Alunos, Perfis de Estudantes
Referências
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Chalermsook, K., & Anutariya, C. (2022). CareerVio: A Platform for Personalized Collaborative and Gamified Software Engineering MOOCs. 2022 19th International Joint Conference on Computer Science and Software Engineering, JCSSE 2022. DOI: 10.1109/JCSSE54890.2022.9836240.
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Chaudhari, M. D., Walavalkar, S. U., Hajgude, J., Nailwal, R. I., & Parpyani, K. (2023). An Innovative Approach Towards Enhancing the Indian Higher Education Systems Using Blockchain. Proceedings of 2023 International Conference on Signal Processing, Computation, Electronics, Power and Telecommunication, IConSCEPT 2023. DOI: 10.1109/IConSCEPT57958.2023.10170288.
Chen, C. Y., Su, S. W., Lin, Y. Z., & Sun, C. T. (2023). The Effect of Time Management and Help-Seeking in Self-Regulation-Based Computational Thinking Learning in Taiwanese Primary School Students. Sustainability (Switzerland), 15(16). DOI: 10.3390/su151612494.
Choi, W. C., Lei, H., & Mendes, A. J. (2023). Motivating the New Generation: Using Flipped Classroom and ARCS Model to Enhance Block-Based Programming Education. Proceedings - Frontiers in Education Conference, FIE. DOI: 10.1109/FIE58773.2023.10342942.
Cigdem, H., Korkusuz, M. E., & Karaçaltı, C. (2024). Gamified learning: Assessing the influence of leaderboards on online formative quizzes in a computer programming course. Computer Applications in Engineering Education, 32(2). DOI: 10.1002/cae.22697.
Cuervo-Cely, K. D., Restrepo-Calle, F., & Ramírez-Echeverry, J. J. (2022). EFFECT OF GAMIFICATION ON THE MOTIVATION OF COMPUTER PROGRAMMING STUDENTS. Journal of Information Technology Education: Research, 21. DOI: 10.28945/4917.
De Pontes, R. G., Guerrero, D. D. S., & De Figueiredo, J. C. A. (2019). Analyzing gamification impact on a mastery learning introductory programming course. SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 400–406. DOI: 10.1145/3287324.3287367
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. DOI: 10.1145/2181037.2181040
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. In International Journal of Educational Technology in Higher Education (Vol. 14, Issue 1). Springer Netherlands. DOI: 10.1186/s41239-017-0042-5
Drissi, S., Chefrour, A., Boussaha, K., & Zarzour, H. (2024). Exploring the effects of personalized recommendations on student’s motivation and learning achievement in gamified mobile learning framework. Education and Information Technologies. DOI: 10.1007/s10639-024-12477-6
Edwards, S. H., & Li, Z. (2020, November 19). A Proposal to Use Gamification Systematically to Nudge Students Toward Productive Behaviors. ACM International Conference Proceeding Series. DOI: 10.1145/3428029.3428057
Ericson, B., Hoffman, B., & Rosato, J. (2020, October 28). CSAwesome: AP CSA curriculum and professional development (practical report). ACM International Conference Proceeding Series. DOI: 10.1145/3421590.3421593
Figueiredo, J., & García-Peñalvo, F. J. (2020). Intelligent Tutoring Systems approach to Introductory Programming Courses. ACM International Conference Proceeding Series, 34–39. DOI: 10.1145/3434780.3436614
Francisco, V., Moreno-Ger, P., & Hervas, R. (2022). Application of Competitive Activities to Improve Students’ Participation. IEEE Transactions on Learning Technologies, 15(1), 2–14. DOI: 10.1109/TLT.2022.3153174
Garcia, C., & Lemos, N. (2023). The Gamification of E-learning Environments for Learning Programming. [link]
Ghaban, W., & Hendley, R. (2019). Understanding the effect of gamification on learners with different personalities. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 2, 392–400. DOI: 10.5220/0007730703920400
Hastings, J., Weitl-Harms, S., Spanier, A., Rokusek, M., & Henszey, R. (2022). ZORQ: A Gamification Framework for Computer Science Education. Proceedings - Frontiers in Education Conference, FIE, 2022-October. DOI: 10.1109/FIE56618.2022.9962487
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification. 2014 47th Hawaii International Conference on System Sciences, 3025–3034. DOI: 10.1109/HICSS.2014.377
Imran, H. (2023). An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course. Journal of Educational Computing Research, 61(4), 847–874. DOI: 10.1177/07356331221144074
Indriasari, T. D., Luxton-Reilly, A., & Denny, P. (2021). Improving Student Peer Code Review Using Gamification. ACM International Conference Proceeding Series, 80–87. DOI: 10.1145/3441636.3442308
Ioana Ghergulescu, Dan Zhao, Gabriel Miro Muntean, & Cristina Hava Muntean. (2019). Improving Learning Satisfaction in a Programming Course by Using Course-Level Personalisation with NEWTELP.
Jemmali, C., El-Nasr, M. S., & Cooper, S. (2022, September 5). The Effects of Adaptive Procedural Levels on Engagement and Performance in an Educational Programming Game. ACM International Conference Proceeding Series. DOI: 10.1145/3555858.3555892
Kanellopoulou, I., Garaizar, P., & Guenaga, M. (2021). First Steps towards Automatically Defining the Difficulty of Maze-Based Programming Challenges. IEEE Access, 9, 64211–64223. DOI: 10.1109/ACCESS.2021.3075027
Kasahara, R., Sakamoto, K., Washizaki, H., & Fukazawa, Y. (2019). Applying Gamification to Motivate Students to Write High-Quality Code in Programming Assignments. Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, 92–98. DOI: 10.1145/3304221.3319792
Katchapakirin, K., Anutariya, C., & Supnithi, T. (2022). ScratchThAI: A conversation based learning support framework for computational thinking development. Education and Information Technologies, 27(6), 8533–8560. DOI: 10.1007/s10639-021-10870-z
Kian, T. W., Sunar, M. S., & Su, G. E. (2022). The Analysis of Intrinsic Game Elements for Undergraduates Gamified Platform Based on Learner Type. IEEE Access, 10, 120659–120679. DOI: 10.1109/ACCESS.2022.3218625
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – A systematic literature review. Information and Software Technology, 51(1), 7–15. DOI: https://doi.org/10.1016/j.infsof.2008.09.009
Krouska, A., Troussas, C., Voutos, Y., Mylonas, P., & Sgouropoulou, C. (2023). Optimizing Player Engagement in an Educational Virtual Game through Fuzzy Logic-based Challenge Adaptation. 2023 8th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference, SEEDA-CECNSM 2023. DOI: 10.1109/SEEDA CECNSM61561.2023.10470784
Liyanage, C., Kavinda, U. A. D. S., Dasanayaka, D. S., Shehara, P. G. J., & De Silva, D. I. (2022). Interactive Mobile Application for Initial Skills Development of Primary Students in Sri Lanka. 4th International Conference on Advancements in Computing, ICAC 2022 - Proceeding, 358–362. DOI: 10.1109/ICAC57685.2022.10025350
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Publicado
04/11/2024
Como Citar
DINIZ, Patrícia; MERLIN, Bruno; PORTELA, Carlos.
Estratégias de Gamificação Personalizadas no Ensino de Programação: Uma Revisão Sistemática da Literatura. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 774-790.
DOI: https://doi.org/10.5753/sbie.2024.242390.
