Pensamento Computacional Praticado com um Jogo Casual Sério no Ensino Superior
Abstract
This paper discusses the importance to develop Computational Thinking (CT) skills in undergraduate introductory programming courses. Due to time constraints, it is hard for teachers provide this opportunity through specific authoring environments, like Alice and Scratch. For this reason, it was created a serious casual game to support the development of these skills. Casual games are characterized by fast and short missions, and this can be favorable as extra classes activities. An evaluation cycle was finished in an undergraduate course and another is underway. The details of the game, the opinion of students and the teacher are presented in this article. The main contribution of this work is to list some principles that supports the development of games for programming learning through tasks with CT.
References
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Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious Games and Edutainment Applications (pp. 399–423). Springer London.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137–172.
Schell, J. (2008). The art of game design: A book of lenses. Burlington, MA: Elsevier Inc.
Trefry, G. (2010). Casual game design: Designing play for the gamer in all of Us. Burlington, MA: Elsevier.
Vahldick, A., Mendes, A. J., & Marcelino, M. J. (2014). A review of games designed to improve introductory computer programming competencies. In 44th Annual Frontiers in Education Conference (pp. 781–787). Madrid, Spain.
Weintrop, D., & Wilensky, U. (2015). To block or not to block , that is the question : Students’ perceptions of blocks-based programming. In ACM SIGCHI Interaction Design and Children (pp. 199–208). Medford, MA.
Whitton, N. (2010). Learning with digital games: A practical guide to engaging students in higher education. New York: Taylor & Francis.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of The Royal Society A, 366(July), 3717–3725.
Winslow, L. E. (1996). Programming pedagogy: A psychological overview. ACM SIGCSE Bulletin, 28(3), 17–22.
Barnes, T., Powell, E., Chaffin, A., Godwin, A., & Richter, H. (2007). Game2Learn: Building CS1 learning games for retention. In 12th SIGCSE Conference on Innovation and Technology in Computer Science Education (pp. 121–125). Dundee, Scotland.
Dann, B. W., & Cooper, S. (2009). Education Alice 3: Concrete to Abstract. Communications of the ACM, 52(8), 27–29.
Du Boulay, B. (1986). Some difficulties of learning to program. Journal of Educational Computing Research, 2(1), 57–73.
Eagle, M., & Barnes, T. (2009). Experimental evaluation of an educational game for improved learning in introductory computing. In 40th ACM Technical Symposium on Computer Science Education (pp. 321–325). Chattanooga, TN.
Ferraz, A. P. D. C. M., & Belhot, R. V. (2010). Taxonomia de Bloom: revisão teórica e apresentação das adequações do instrumento para definição de objetivos instrucionais. Gestão & Produção, 17(2), 421–431.
França, R., & Tedesco, P. (2015). Desafios e oportunidades ao ensino do pensamento computacional na educação básica no Brasil. In IV Congresso Brasileiro de Informática na Educação (pp. 1464–1473).
Gomes, A., & Mendes, A. J. N. (2007). Learning to program-difficulties and solutions. In International Conference on Engineering Education (pp. 1–5). Coimbra, Portugal.
Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43.
Kadle, A. (2009). Casual and Serious Digital Games for Learning – Some Considerations. Retrieved December 27, 2015, from https://www.upsidelearning.com/blog/index.php/2009/04/18/casual-and-serious-digital-games-for-learning-some-considerations/
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious Games and Edutainment Applications (pp. 399–423). Springer London.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Robins, A., Rountree, J., & Rountree, N. (2003). Learning and teaching programming: A review and discussion. Computer Science Education, 13(2), 137–172.
Schell, J. (2008). The art of game design: A book of lenses. Burlington, MA: Elsevier Inc.
Trefry, G. (2010). Casual game design: Designing play for the gamer in all of Us. Burlington, MA: Elsevier.
Vahldick, A., Mendes, A. J., & Marcelino, M. J. (2014). A review of games designed to improve introductory computer programming competencies. In 44th Annual Frontiers in Education Conference (pp. 781–787). Madrid, Spain.
Weintrop, D., & Wilensky, U. (2015). To block or not to block , that is the question : Students’ perceptions of blocks-based programming. In ACM SIGCHI Interaction Design and Children (pp. 199–208). Medford, MA.
Whitton, N. (2010). Learning with digital games: A practical guide to engaging students in higher education. New York: Taylor & Francis.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of The Royal Society A, 366(July), 3717–3725.
Winslow, L. E. (1996). Programming pedagogy: A psychological overview. ACM SIGCSE Bulletin, 28(3), 17–22.
Published
2016-07-04
How to Cite
VAHLDICK, Adilson; MENDES, António José; MARCELINO, Maria José; FARAH, Paulo Roberto.
Pensamento Computacional Praticado com um Jogo Casual Sério no Ensino Superior. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 24. , 2016, Porto Alegre.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2016
.
p. 2303-2312.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2016.9674.
