Potencialidades do uso de Inteligência Artificial Generativa como apoio ao Ensino de Programação
Resumo
As habilidades de programação de computadores são cada vez mais essenciais no mundo atual, possibilitando o desenvolvimento de competências como resolução de problemas e pensamento crítico. No entanto, o aprendizado da programação apresenta desafios, exigindo ajustes nos métodos de ensino para torná-los mais envolventes e eficazes. Recentemente, o uso de ferramentas de Inteligência Artificial Generativa na Educação tem crescido, oferecendo novas abordagens para o ensino de programação. Este artigo investiga como a Inteligência Artificial Generativa está sendo aplicada no ensino de programação, examinando publicações acadêmicas por meio de uma revisão de literatura para analisar as estratégias pedagógicas e metodologias de ensino empregadas.
Palavras-chave:
Ensino de Programação, Inteligência Artificial Generativa
Referências
Banić, B., Konecki, M., and Konecki, M. (2023) “Pair Programming Education Aided by ChatGPT”. In: 2023 46th MIPRO ICT and Electronics Convention (MIPRO). Opatija, Croatia: IEEE, p. 911–915. [link].
Barrows, H. S. (1986) “A taxonomy of problem-based learning”. Medical education. 20, 481-486.
Becker, B. A., Denny, P. and Finnie-Ansley, J. et al. (2023) “Programming Is Hard - Or at Least It Used to Be: Educational Opportunities and Challenges of AI Code Generation”. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1. . ACM. [link].
Chen, Xieling et al. (2022) “Two decades of artificial intelligence in education”. Educational Technology & Society, v. 25, n. 1, p. 28-47.
CC2020 Task Force (2020) “Computing Curricula 2020: Paradigms for Global Computing Education”. Association for Computing Machinery, New York, NY, USA. DOI: 10.1145/3467967.
Denny, P., Prather, J., Becker, B. A., Finnie-Ansley, J., Hellas, A., Leinonen, J., Luxton-Reilly, A., Reeves, B. N., Santos, E. A., & Sarsa, S. (2024). “Computing Education in the Era of Generative AI”. Communications of the ACM, 67(2), 56–67. DOI: 10.1145/3624720
Diemer, Mouriac Halen (2022) “Grupos de colaboração: a influência da postura interpessoal na aprendizagem de lógica de programação”.
Haindl, P., Weinberger, G. (2024) “Students’ Experiences of Using ChatGPT in an Undergraduate Programming Course”. IEEE Access, v. 12, p. 43519–43529. [link].
Hu, M., Assadi, T. and Mahroeian, H. (2023) “Explicitly Introducing ChatGPT into First-year Programming Practice: Challenges and Impact”. In: 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). Auckland, New Zealand: IEEE, 2023, p. 1–6. [link].
Ilxomovna, K. N. and Akmalovna, I. M. (2023) “Using The Problem-Based Design Method In Teaching Programming Languages”. Academia Repository, v. 4, n. 12, p. 1–7. [link].
Jing, Y. et al. (2024) “What factors will affect the effectiveness of using ChatGPT to solve programming problems? A quasi-experimental study”. Humanities and Social Sciences Communications, v. 11, n. 1, p. 319. [link].
Jonsson, M., and Tholander, J. (2022) “Cracking the code: Co-coding with AI in creative programming education”. In: Creativity and Cognition. Venice Italy: ACM, p. 5–14. [link].
Karnalim, O. et al. (2023) “Plagiarism and AI Assistance Misuse in Web Programming: Unfair Benefits and Characteristics”. In: 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). Auckland, New Zealand: IEEE, 2023, p. 1–5. [link].
Lelli, V., Santos, I. S., Sousa, F., and Braide, L. (2024) “Aplicação do POGIL no ensino de Computação”. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4., 2024, Evento Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, p. 224-233. DOI: 10.5753/educomp.2024.237541.
Lira, W. A. L., Santos Neto, P. de A. dos, and Osório, L. F. M. (2024) “Uma análise do uso de ferramentas de geração de código por alunos de Computação”. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4., Evento Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, p. 63-71. DOI: 10.5753/educomp.2024.237427.
Luxton-Reilly, A., et al. (2018) “Introductory programming: a systematic literature review”. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. ACM. [link].
Medeiros, R. P., Ramalho, G. L. and Falcao, T. P. (2019) “A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education”. IEEE Transactions on Education, v. 62, n. 2, p. 77–90. DOI: 10.1109/TE.2018.2864133.
Moog, R. S. and Spencer, J. N. (2008) “Pogil: An overview”.
Othman, M., Rosmani, A. F., Mohd Fauzi, S. S., and Mazlan, U. H. (2019) “The Impact of Pair Programming on Students Logical Thinking_A Case Study on Higher Academic Institution”. Social and Management Research Journal, v. 16, n. 1, p. 85.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., et al. (2021). “The PRISMA 2020 statement: an updated guideline for reporting systematic reviews”. BMJ, p. n71.
Prather, J. et al. (2024) “It’s Weird That it Knows What I Want: Usability and Interactions with Copilot for Novice Programmers”. ACM Transactions on Computer-Human Interaction, v. 31, n. 1, p. 1–31. [link].
Qian, Y. and Lehman, J. (2017) “Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review”. ACM Transactions on Computing Education, v. 18, n. 1, p. 1–24. DOI: 10.1145/3077618.
Sánchez-Gordón, M. et al. (2023) “Educating Augmented Programmers”. Computer, v. 56, n. 12, p. 100–104. [link].
Santos, O. L. dos, and Cury, D. (2023) “Challenging the Confirmation Bias: Using ChatGPT as a Virtual Peer for Peer Instruction in Computer Programming Education”. In: 2023 IEEE Frontiers in Education Conference (FIE). College Station, TX, USA: IEEE, p. 1–7. [link].
Sarkar, A., Gordon, A. D., Negreanu, C., Poelitz, C., Ragavan, S. S., & Zorn, B. (2022). “What is it like to program with artificial intelligence?” DOI: 10.48550/ARXIV.2208.06213
Silva, C. A. G. da et al. (2024a) “ChatGPT: Challenges and Benefits in Software Programming for Higher Education”. Sustainability, v. 16, n. 3, p. 1245. [link].
Silva Junior et al. (2023) “ChatGPT no auxílio da aprendizagem de programação: Um estudo de caso”. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34, Passo Fundo/RS. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, p. 1375-1384. DOI: 10.5753/sbie.2023.234873.
Silva, Teresinha Letícia da, and Tarouco, Liane Margarida Rockenbach. (2022). “Development Of Computational Thinking: Goals And Strategies.” In: 14th International Conference on Education and New Learning Technologies, 2022, Palma, Espanha. 14th International Conference on Education and New Learning Technologies. Valência, Espanha: International Academy of Technology, Education and Development (IATED), p. 5171-5177.
Silva, Teresinha Letícia da, Vidotto, Kajiana Nuernberg Sartor, Tarouco, Liane Margarida Rockenbach and Silva, Patricia Fernanda da. (2024b). “Inteligência artificial generativa no ensino de programação: um mapeamento sistemático da literatura”. Revista Novas Tecnologias na Educação, Porto Alegre, v. 22, n. 1, p. 262–272. Doi: 10.22456/1679-1916.141553.
Sobral, S. (2019). “30 Years Of CS1: Programming Languages Evolution”. 9197–9205. DOI: 10.21125/iceri.2019.2214
Sobral, S. R. (2021) “Project Based Learning with Peer Assessment in an Introductory Programming Course”, International Journal of Information and Education Technology, vol. 11, no. 7, pp. 337-341.
Sun, D. et al. (2024) “Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study”. International Journal of Educational Technology in Higher Education, v. 21, n. 1, p. 14. [link]. 1
Tarouco, L. M. R., Silva, P. F. da, Silva, T. L. da, and Vidotto, K. N. S. (2023). “Digital competence formation of the citizen for the creation in the digital world using programming”: Concilium, 23(14), 443–470. DOI: 10.53660/CLM-1648- 23J45
Tsai, Chun-Yen (2019) “Improving students' understanding of basic programming concepts through visual programming language: The role of self-efficacy”, Computers in Human Behavior, vol 95, pp. 224-232, ISSN 0747-5632, DOI: 10.1016/j.chb.2018.11.038.
Yilmaz, R. and Yilmaz, F. G. K. (2023a) “Augmented intelligence in programming learning: Examining student views on the use of ChatGPT for programming learning”. Computers in Human Behavior: Artificial Humans, v. 1, n. 2, p. 100005. [link].
Yilmaz, R. and Yilmaz, F. G. K. (2023b) “The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming selfefficacy and motivation”. Computers and Education: Artificial Intelligence, v. 4, p. 100147. [link].
Zorzo, A. F. et al. (2017) “Referenciais de Formação para os Cursos de Graduação em Computação”. Sociedade Brasileira de Computação (SBC). 153p. ISBN 978-85-7669-424-3.
Barrows, H. S. (1986) “A taxonomy of problem-based learning”. Medical education. 20, 481-486.
Becker, B. A., Denny, P. and Finnie-Ansley, J. et al. (2023) “Programming Is Hard - Or at Least It Used to Be: Educational Opportunities and Challenges of AI Code Generation”. In Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1. . ACM. [link].
Chen, Xieling et al. (2022) “Two decades of artificial intelligence in education”. Educational Technology & Society, v. 25, n. 1, p. 28-47.
CC2020 Task Force (2020) “Computing Curricula 2020: Paradigms for Global Computing Education”. Association for Computing Machinery, New York, NY, USA. DOI: 10.1145/3467967.
Denny, P., Prather, J., Becker, B. A., Finnie-Ansley, J., Hellas, A., Leinonen, J., Luxton-Reilly, A., Reeves, B. N., Santos, E. A., & Sarsa, S. (2024). “Computing Education in the Era of Generative AI”. Communications of the ACM, 67(2), 56–67. DOI: 10.1145/3624720
Diemer, Mouriac Halen (2022) “Grupos de colaboração: a influência da postura interpessoal na aprendizagem de lógica de programação”.
Haindl, P., Weinberger, G. (2024) “Students’ Experiences of Using ChatGPT in an Undergraduate Programming Course”. IEEE Access, v. 12, p. 43519–43529. [link].
Hu, M., Assadi, T. and Mahroeian, H. (2023) “Explicitly Introducing ChatGPT into First-year Programming Practice: Challenges and Impact”. In: 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). Auckland, New Zealand: IEEE, 2023, p. 1–6. [link].
Ilxomovna, K. N. and Akmalovna, I. M. (2023) “Using The Problem-Based Design Method In Teaching Programming Languages”. Academia Repository, v. 4, n. 12, p. 1–7. [link].
Jing, Y. et al. (2024) “What factors will affect the effectiveness of using ChatGPT to solve programming problems? A quasi-experimental study”. Humanities and Social Sciences Communications, v. 11, n. 1, p. 319. [link].
Jonsson, M., and Tholander, J. (2022) “Cracking the code: Co-coding with AI in creative programming education”. In: Creativity and Cognition. Venice Italy: ACM, p. 5–14. [link].
Karnalim, O. et al. (2023) “Plagiarism and AI Assistance Misuse in Web Programming: Unfair Benefits and Characteristics”. In: 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). Auckland, New Zealand: IEEE, 2023, p. 1–5. [link].
Lelli, V., Santos, I. S., Sousa, F., and Braide, L. (2024) “Aplicação do POGIL no ensino de Computação”. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4., 2024, Evento Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, p. 224-233. DOI: 10.5753/educomp.2024.237541.
Lira, W. A. L., Santos Neto, P. de A. dos, and Osório, L. F. M. (2024) “Uma análise do uso de ferramentas de geração de código por alunos de Computação”. In: SIMPÓSIO BRASILEIRO DE EDUCAÇÃO EM COMPUTAÇÃO (EDUCOMP), 4., Evento Online. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, p. 63-71. DOI: 10.5753/educomp.2024.237427.
Luxton-Reilly, A., et al. (2018) “Introductory programming: a systematic literature review”. In Proceedings Companion of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education. ACM. [link].
Medeiros, R. P., Ramalho, G. L. and Falcao, T. P. (2019) “A Systematic Literature Review on Teaching and Learning Introductory Programming in Higher Education”. IEEE Transactions on Education, v. 62, n. 2, p. 77–90. DOI: 10.1109/TE.2018.2864133.
Moog, R. S. and Spencer, J. N. (2008) “Pogil: An overview”.
Othman, M., Rosmani, A. F., Mohd Fauzi, S. S., and Mazlan, U. H. (2019) “The Impact of Pair Programming on Students Logical Thinking_A Case Study on Higher Academic Institution”. Social and Management Research Journal, v. 16, n. 1, p. 85.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., et al. (2021). “The PRISMA 2020 statement: an updated guideline for reporting systematic reviews”. BMJ, p. n71.
Prather, J. et al. (2024) “It’s Weird That it Knows What I Want: Usability and Interactions with Copilot for Novice Programmers”. ACM Transactions on Computer-Human Interaction, v. 31, n. 1, p. 1–31. [link].
Qian, Y. and Lehman, J. (2017) “Students’ Misconceptions and Other Difficulties in Introductory Programming: A Literature Review”. ACM Transactions on Computing Education, v. 18, n. 1, p. 1–24. DOI: 10.1145/3077618.
Sánchez-Gordón, M. et al. (2023) “Educating Augmented Programmers”. Computer, v. 56, n. 12, p. 100–104. [link].
Santos, O. L. dos, and Cury, D. (2023) “Challenging the Confirmation Bias: Using ChatGPT as a Virtual Peer for Peer Instruction in Computer Programming Education”. In: 2023 IEEE Frontiers in Education Conference (FIE). College Station, TX, USA: IEEE, p. 1–7. [link].
Sarkar, A., Gordon, A. D., Negreanu, C., Poelitz, C., Ragavan, S. S., & Zorn, B. (2022). “What is it like to program with artificial intelligence?” DOI: 10.48550/ARXIV.2208.06213
Silva, C. A. G. da et al. (2024a) “ChatGPT: Challenges and Benefits in Software Programming for Higher Education”. Sustainability, v. 16, n. 3, p. 1245. [link].
Silva Junior et al. (2023) “ChatGPT no auxílio da aprendizagem de programação: Um estudo de caso”. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34, Passo Fundo/RS. Anais [...]. Porto Alegre: Sociedade Brasileira de Computação, p. 1375-1384. DOI: 10.5753/sbie.2023.234873.
Silva, Teresinha Letícia da, and Tarouco, Liane Margarida Rockenbach. (2022). “Development Of Computational Thinking: Goals And Strategies.” In: 14th International Conference on Education and New Learning Technologies, 2022, Palma, Espanha. 14th International Conference on Education and New Learning Technologies. Valência, Espanha: International Academy of Technology, Education and Development (IATED), p. 5171-5177.
Silva, Teresinha Letícia da, Vidotto, Kajiana Nuernberg Sartor, Tarouco, Liane Margarida Rockenbach and Silva, Patricia Fernanda da. (2024b). “Inteligência artificial generativa no ensino de programação: um mapeamento sistemático da literatura”. Revista Novas Tecnologias na Educação, Porto Alegre, v. 22, n. 1, p. 262–272. Doi: 10.22456/1679-1916.141553.
Sobral, S. (2019). “30 Years Of CS1: Programming Languages Evolution”. 9197–9205. DOI: 10.21125/iceri.2019.2214
Sobral, S. R. (2021) “Project Based Learning with Peer Assessment in an Introductory Programming Course”, International Journal of Information and Education Technology, vol. 11, no. 7, pp. 337-341.
Sun, D. et al. (2024) “Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study”. International Journal of Educational Technology in Higher Education, v. 21, n. 1, p. 14. [link]. 1
Tarouco, L. M. R., Silva, P. F. da, Silva, T. L. da, and Vidotto, K. N. S. (2023). “Digital competence formation of the citizen for the creation in the digital world using programming”: Concilium, 23(14), 443–470. DOI: 10.53660/CLM-1648- 23J45
Tsai, Chun-Yen (2019) “Improving students' understanding of basic programming concepts through visual programming language: The role of self-efficacy”, Computers in Human Behavior, vol 95, pp. 224-232, ISSN 0747-5632, DOI: 10.1016/j.chb.2018.11.038.
Yilmaz, R. and Yilmaz, F. G. K. (2023a) “Augmented intelligence in programming learning: Examining student views on the use of ChatGPT for programming learning”. Computers in Human Behavior: Artificial Humans, v. 1, n. 2, p. 100005. [link].
Yilmaz, R. and Yilmaz, F. G. K. (2023b) “The effect of generative artificial intelligence (AI)-based tool use on students’ computational thinking skills, programming selfefficacy and motivation”. Computers and Education: Artificial Intelligence, v. 4, p. 100147. [link].
Zorzo, A. F. et al. (2017) “Referenciais de Formação para os Cursos de Graduação em Computação”. Sociedade Brasileira de Computação (SBC). 153p. ISBN 978-85-7669-424-3.
Publicado
04/11/2024
Como Citar
SILVA, Teresinha Letícia da; VIDOTTO, Kajiana Nuernberg Sartor; TAROUCO, Liane Margarida Rockenbach; SILVA, Patrícia Fernanda da.
Potencialidades do uso de Inteligência Artificial Generativa como apoio ao Ensino de Programação. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1942-1956.
DOI: https://doi.org/10.5753/sbie.2024.242711.
