Implementing Problem-Based Learning in a Computational Thinking Course: An Educational Experience Using TRACE

• Vinícius Nicodemos Inocêncio UFLA https://orcid.org/0009-0008-8814-1890
• Ana Beatriz Gramacho UFLA https://orcid.org/0009-0004-0569-1768
• Gabriel Ruiz Bodnarchuk UFLA https://orcid.org/0009-0005-6262-8105
• Samira Silva UFLA https://orcid.org/0000-0002-1124-0347
• Johnatan Oliveira UFLA https://orcid.org/0000-0002-8881-2171
• Cristiane Aparecida Lana UFLA https://orcid.org/0000-0002-0178-6055

DOI: https://doi.org/10.5753/wei.2026.22465

Resumo

This study reports the implementation of Problem-Based Learning (PBL) guided by the TRACE framework in an undergraduate Computational Reasoning course. Students engaged in contextualized problem solving and dashboard development using a simulated dataset. Motivation was assessed via the Instructional Materials Motivation Survey (IMMS) and qualitative reflections. Results show high overall motivation (M = 4.23), with strong engagement, relevance, and satisfaction, while confidence scores suggest refinement areas. PBL and TRACE fostered autonomy, active participation, and Computational Thinking skills. Challenges involved adapting to active learning and managing workload, while results highlight the effectiveness of PBL for engagement and skill development.

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