EdDevOps Teaching and Learning Method: Impacts on IS Students’ Performance and Motivation
Abstract
This study presents EdDevOps, a teaching method developed through the didactic transposition of practices drawn from agile and DevOps approaches. EdDevOps was applied alongside a traditional teaching method in an undergraduate course, providing a comparative basis with the approach commonly used in higher education. Its contributions were assessed through student grades and motivation levels. Results show that students achieved higher scores with EdDevOps, particularly those with lower academic performance, and higher levels of motivation in general. This study contributes to research on didactic transposition and to the improvement of teaching practices in Information Systems.References
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O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47(2), 412–422. DOI: 10.1080/03075079.2020.1750585
Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and Quasi-Experimental Designs. In Experimental and Quasi-Experimental Designs for Generalized Causal Inference. (pp. 171–206). American Educational Research Association. DOI: 10.1093/obo/9780195389678-0053
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Baskerville, R., Baiyere, A., Gergor, S., Hevner, A., & Rossi, M. (2018). Design Science Research Contributions: Finding a Balance between Artifact and Theory. Journal of the Association for Information Systems, 19(5), 358–376. DOI: 10.17705/1jais.00495
Biggs, J. B., & Tang, C. S. (2011). Effective teaching and learning for today’s universities. In Open University Press (Ed.), Teaching for quality learning at university (4th ed., pp. 1–16). McGraw-Hill Education.
Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597–615. DOI: 10.1080/13562517.2020.1839746
Boruchovitch, E. (2008). Escala de Motivação Para Aprender de Universitários: Propriedades Psicométricas. Avaliação Psicológica, 7(2), 127–134.
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A Century of Grading Research: Meaning and Value in the Most Common Educational Measure. Review of Educational Research, 86(4), 803–848. DOI: 10.3102/0034654316672069
Chevallard, Y., & Bosch, M. (2020). Didactic Transposition in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 214–218). Springer International Publishing. DOI: 10.1007/978-3-030-15789-0_48
Creswell, J. W., & Creswell, D. J. (2021). Projeto de pesquisa: métodos qualitativo, quantitativo e misto (5a ed.). Penso Editora (Tradução: Sandra Maria Mallmann da Rosa, Dirceu da Silva).
Fernandes, M., Ferino, S., Kulesza, U., & Aranha, E. (2020). Challenges and Recommendations in DevOps Education: A Systematic Literature Review. ACM International Conference Proceeding Series. DOI: 10.1145/3422392.3422496
Grotta, A., & Prado, E. P. V. (2019). Aplicação de APjBL no Ensino de Programação de Computadores no Brasil Teaching Computer Programming via Agile Project-based Learning in Brazil. Twenty-Fifth Americas Conference on Information Systems, 1–10. [link]
Grotta, A., & Prado, E. P. V. (2021). DevOpsBL: DevOps-based Learning on Information Systems Higher Education. Twenty-Seventh Americas Conference on Information Systems (AMCIS 2021), 0–10. [link]
Grotta, A., & Prado, E. P. V. (2022). DevOps Didactic Transposition in IS Higher Education: A Systematic Literature Review. Twenty-Eighth Americas Conference on Information Systems (AMCIS 2022), 1–10. [link]
Grotta, A., & Prado, E. P. V. (2023). A Transposição Didática de DevOps no Ensino Superior de SI : Um Estudo Sobre a Redução da Lacuna Cognitiva Estudantil A Transposição Didática de DevOps no Ensino Superior de SI : Um Estudo Sobre a Redução da Lacuna Cognitiva Estudantil. Twenty-Nineth Americas Conference on Information Systems (AMCIS 2023), 0–10. [link]
Hobeck, R., Weber, I., Bass, L., & Yasar, H. (2021). Teaching DevOps: A Tale of Two Universities. Proceedings of the 2021 ACM SIGPLAN International Symposium on SPLASH-E, 26–31. DOI: 10.1145/3484272.3484962
Nwokeji, J. C., Stachel, R., Holmes, T., & Orji, R. O. (2019). Competencies Required for Developing Computer and Information Systems Curriculum. 2019 IEEE Frontiers in Education Conference (FIE), 2019-Octob, 1–9. DOI: 10.1109/FIE43999.2019.9028613
O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: tensions and challenges for higher education. Studies in Higher Education, 47(2), 412–422. DOI: 10.1080/03075079.2020.1750585
Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and Quasi-Experimental Designs. In Experimental and Quasi-Experimental Designs for Generalized Causal Inference. (pp. 171–206). American Educational Research Association. DOI: 10.1093/obo/9780195389678-0053
Venable, J. R., Pries-Heje, J., & Baskerville, R. (2017). Choosing a Design science research methodology. Proceedings of the 28th Australasian Conference on Information Systems, ACIS 2017. [link]
Published
2025-11-24
How to Cite
GROTTA, Alexandre; PRADO, Edmir Parada Vasques; FREIRE, Juliana Maria de Vargas Ferreira.
EdDevOps Teaching and Learning Method: Impacts on IS Students’ Performance and Motivation. In: WORKSHOP ON COMPUTING AT SCHOOL (WIE), 31. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 608-619.
DOI: https://doi.org/10.5753/wie.2025.13274.
