Motivation of Non-Major Students in a Programming Course
Abstract
Motivation plays an important role in students’ learning process, helping them to face difficulties. This study investigates how a teaching approach designed for non-majors, that makes use of the Scratch environment, the Python programming language, the Turtle library and the JES IDE, influences students’ motivation. We found that Scratch contributed to students’ motivation, but JES did not show the same performance. In addition, we use a model to derive a set of variables that may trigger, maintain, or decrease motivation.
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Yacob, A. and Saman, M. Y. M. (2012). Assessing level of motivation in learning programming among engineering students. In The International Conference on Informatics and Applications (ICIA2012), pages 425–432.
da Silva, T. S. C., Tedesco, P., and de Melo, J. C. B. (2014). A importância da motivação dos estudantes e o uso de técnicas de engajamento para apoiar a escolha de jogos no ensino de programação. In Simpósio Brasileiro de Informática na Educação.
Forte, A. and Guzdial, M. (2005). Motivation and nonmajors in computer science: identifying discrete audiences for introductory courses. IEEE Transactions on Education, 48(2):248–253.
Guilloteaux, M. J. and Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL quarterly, pages 55–77.
Hamada, M. (2008). An integrated virtual environment for active and collaborative e-learning in theory of computation. IEEE Transactions on Learning Technologies, 1(2):117–130.
Jenkins, T. (2001). Teaching programming-a journey from teacher to motivator. In The 2nd Annual Conference of the LSTN Center for Information and Computer Science.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3):2–10.
Keller, J. M. (1993). Motivation by design. Unpublished manuscript, Florida State University, Florida.
Pears, A., Seidman, S., Malmi, L., Mannila, L., Adams, E., Bennedsen, J., Devlin, M., and Paterson, J. (2007). A Survey of Literature on the Teaching of Introductory Programming. In ITiCSE-WGR ’07, pages 204–223, New York, NY, USA. ACM.
Peixoto, M. M., Scaico, P., Souza, F. V. C., and Peixoto, H. M. (2013). Uso de Estratégias de Aprendizagem e Motivacionais pelos Alunos em Disciplinas de Programação: Um Estudo de Caso na Licenciatura em Computação. In Anais do CSBC - XXI WEI.
Robins, A., Rountree, J., and Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2):137–172.
Salazar, R., Odakura, V., and Barvinski, C. (2015). Scratch no ensino superior: motivação. In Simpósio Brasileiro de Informática na Educação-SBIE, page 1293.
Watson, C. and Li, F. W. B. (2014). Failure Rates in Introductory Programming Revisited. In Proceedings of the ITiCSE 2014, pages 39–44, New York, NY, USA. ACM.
Wlodkowski, R. J. (1978). Motivation and teaching: A practical guide. ERIC.
Yacob, A. and Saman, M. Y. M. (2012). Assessing level of motivation in learning programming among engineering students. In The International Conference on Informatics and Applications (ICIA2012), pages 425–432.
Published
2017-07-02
How to Cite
SANTANA, Bianca L.; FIGUERÊDO, José Solenir L.; BITTENCOURT, Roberto A..
Motivation of Non-Major Students in a Programming Course. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 25. , 2017, São Paulo.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 2287-2296.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2017.3545.
