Contextualized Spiral Learning of Computer Programming in Brazilian Vocational Secondary Education

Araujo, Luis Gustavo J.; Bittencourt, Roberto A.; Santos, David Moises Barreto dos

doi:10.1109/fie.2018.8658456

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…Os estudos de caso foram realizados em duas escolas da Rede Estadual do município de Feira de Santana, Bahia. Informações mais detalhadas sobre estas experiências podem ser encontradas em outros artigos [Araujo et al 2017, Araujo et al 2018b]. Aqui, nos limitamos a ilustrar como o modelo ARCS pode ser empregado neste tipo de estudo.…”

Section: Experiência Na Educação Profissionalunclassified

Considerando a Motivação dos Estudantes em Experiências de Ensino-Aprendizagem de Computação

Santana¹,

Araújo²,

Bittencourt³

2018

Workshops Do Congresso Brasileiro De Informática Na Educação

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Several papers on programming learning investigate learning difficulties, measure learned skills, or present new teaching approaches, but little is investigated on student motivation to acquire these skills or how they face difficulties in these approaches. Motivation is hard to investigate because it is abstract and particular to each student, since each person has different goals when learning. On the other hand, several theories and models can be used to design and evaluate learning experiences from the point of view of motivation. One of these is the ARCS Model, which includes sets of strategies to increase the motivational appeal of instruction. Validated ARCS-based assessment tools can be used in a wide variety of courses. In this work, we present concepts and reflections on motivation, especially on the ARCS model and its theoretical bases. We illustrate the use of these concepts and models from our previous work. We seek to encourage the community to consider motivation in the design and evaluation of the teaching-learning process in computing.

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Section: Experiência Na Educação Profissionalunclassified

Considerando a Motivação dos Estudantes em Experiências de Ensino-Aprendizagem de Computação

Santana¹,

Araújo²,

Bittencourt³

2018

Workshops Do Congresso Brasileiro De Informática Na Educação

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ICT Enabled TVET Education: A Systematic Literature Review

Hassan

Naseer

et al. 2021

IEEE Access

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Economies of the world and workforce level of skills are changing rapidly. Industrial revaluations and knowledge economies have raised the demand for a knowledgeable and digitally equipped skilled workforce. Technical and Vocational Education and Training (TVET) is an educational stream that provides vocational skills to youth and produces a skilled workforce for the industry. The role of Information and Communication Technologies (ICT) in the TVET pedagogy, training delivery, teachers training, curriculum, and labs is need of the day to meet current era challenges. In the TVET education training cycle, the level of ICT enablement is required to be reviewed. This Systematic Literature Review (SLR) evaluates literature for innovation of ICT in TVET education for the last ten years. This study aims to identify and present ICT-based technology innovations, research, and applications used in TVET training cycle system components / functional areas to identify gaps for future research directions/agenda. This gap identification will help (i) TVET training institutes to upgrade their teachers, curriculum, labs and, equipment, (ii) policymakers to devise technology-oriented skilled workforce development policies, (iii) to provide guidelines to industry, researchers, and academics to focus on gaps to address future challenges of workforce development. Based on the search string, we found 2,445 relevant documents and after applying quality assurance and inclusion/exclusion criteria, finally, 134 documents were selected for the study and analyzed. The result of this systematic literature review identifies that ICT technologies and application dispersion into TVET training cycle system components / functional areas is very low particularly in monitoring and evaluation, career guidance and job placement, trainee's assessment, and teacher's training. TVET Technology index suggests that much focus is needed on IoT, Robotics, Data Science, Artificial intelligence, cloud computing, and other similar technology induction to all TVET training.

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Game-based learning in computer science education: a scoping literature review

Videnovik,

Vold,

Kiønig

et al. 2023

IJ STEM Ed

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Using games in education has the potential to increase students’ motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computer science education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computer science. Using standard methodology for scoping review, we identified 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computer science topic covered by the game, pedagogical strategies, and purpose for implementing this approach in different educational levels. The results show that the number of research articles has increased through the years, confirming the importance of implementing a game-based approach in computer science. Different kinds of games, using different technology, concerning different computer science topics are presented in the research. The obtained results indicate that there is no standardized game or standardized methodology that can be used for the creation of an educational game for computer science education. Analyzed articles mainly implement a game-based approach using learning by playing, and no significant focus is given to the effectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach is mainly implemented for developing computational thinking or programming skills, highlighting the need for its implementation in other topics beyond programming.

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Contextualized Spiral Learning of Computer Programming in Brazilian Vocational Secondary Education

Cited by 3 publications

References 18 publications

Considerando a Motivação dos Estudantes em Experiências de Ensino-Aprendizagem de Computação

Considerando a Motivação dos Estudantes em Experiências de Ensino-Aprendizagem de Computação

ICT Enabled TVET Education: A Systematic Literature Review

Game-based learning in computer science education: a scoping literature review

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