Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)最新文献

{"title":"Proposta de Redesign da plataforma Poesia Compilada acessível para pessoas com deficiência visual/baixa visão para a difusão do Pensamento Computacional","authors":"Soraya Medeiros, Humberto Rabelo, Angélica F. Medeiros, C. Lima, H. Junior, J. Pereira, M. Nunes, Tânia Cristina Meira Garcia","doi":"10.5753/cbie.sbie.2019.1141","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.1141","url":null,"abstract":"","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121145313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies to Introduce Computational Thinking to Children: An Analysis based on Cultural Viewpoint Metaphors","authors":"Gabriela Amaral Araújo de Oliveira, O. Assunção, R. Prates","doi":"10.5753/cbie.sbie.2019.547","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.547","url":null,"abstract":"Computational thinking (CT) is regarded as an essential competence for people living in the 21st century. Hence, several materials for teaching CT have been developed. Although there are studies that classify materials and approaches for teaching CT, an analysis regarding how deeply they present computing concepts to students is still lacking. In this research, we conduct such analysis using an epistemic tool called Cultural Viewpoint Metaphors (CVM). We first analyze existing research on computational thinking teaching. Then, we classify the tools and teaching methods used in those works in light of CVM. We expect our analysis can support educators to select teaching materials for the activities they will conduct and define the order in which they will be applied.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116469635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Uma plataforma para comunicação eficiente entre discentes e instituições de ensino","authors":"D. Araújo, A. Kronbauer, Jorge Campos","doi":"10.5753/cbie.sbie.2019.1211","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.1211","url":null,"abstract":"One of the main problems in education is the pedagogical follow up and analysis of the student experience in the classroom. The ideal would be a follow-up before, during and after each class, making it possible to obtain contextualized information of the students' expectations and the didactics used by the professor in each class. In this sense, this article presents a platform that allows the collection of data related to the experience that the students are having with the methodology adopted by the professor in real-time. The platform is based on the submission of questions to the students after each class. The students use their smartphones to answer the questions. In this way, those responsible for academic quality control can follow the students' perceptions regarding methodological actions during each class, contributing to possible adjustments when necessary. Resumo. Um dos problemas na área da educação é o acompanhamento pedagógico adotado pelos professores e a análise da experiência dos alunos em sala de aula. O ideal seria um acompanhamento antes, durante e após cada aula, possibilitando a obtenção de informações contextualizadas a expectativa dos alunos e a didática utilizada pelo docente. Nesse sentido, este artigo apresenta como contribuição uma plataforma que possibilita realizar, em tempo real, a coleta de dados relacionados à experiência dos discentes com a metodologia adotada pelo professor. A plataforma tem como base a submissão de perguntas aos alunos nos seus smartphones e o armazenamento das respostas numa base de dados. Desta forma, os responsáveis pelo controle da qualidade acadêmica ou o próprio professor podem acompanhar a percepção dos alunos com relação às ações metodológicas no decorrer de cada aula e contribui para possíveis ajustes quando necessário. 1. Introdução De acordo com o MEC, as Instituições de Ensino Superior (IES) devem utilizar ferramentas para medir a satisfação dos discentes com relação ao processo de ensinoaprendizagem que são gerenciados pela Comissão Própria de Avaliação (CPA) [MEC 2004]. Normalmente, este tipo de avaliação é realizado no formato de questionários DOI: 10.5753/cbie.sbie.2019.1211 1211 Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019) VIII Congresso Brasileiro de Informática na Educação (CBIE 2019)","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mensagens estendidas de feedback em um juiz online para alunos de introdução à computação: resultados preliminares","authors":"Joseph De Oliveira, Elaine H. T. Oliveira, Leandro S. G. Carvalho, D. Fernandes","doi":"10.5753/cbie.sbie.2019.329","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.329","url":null,"abstract":"This article aims to verify the effectiveness of presenting extended feedback messages to students in an online judge used in programming introduction discipline. An intervention/control case study was carried out, with 5 classes of engineering and exact sciences courses, in a total of 274 students enrolled, of which 179 remained active. There was no significant difference between students in the control and experimental groups regarding the academic performance in the four evaluations, nor the time taken by the students to solve the practical exercises. On the other hand, it was observed that the group that received the extended feedback performed a greater number of code tests than the control group, indicating that the content was more visualized.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129773252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Análise de uma aplicação gamificada para o aprendizado de Matemática Discreta","authors":"I. Pereira, J. Santos, Pablo Suárez","doi":"10.5753/cbie.sbie.2019.636","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.636","url":null,"abstract":"In this paper, we present a study to verify if leadboards can stimulate the practice of exercises and consequently learning in Discrete Mathematics. For this, a controlled experiment was carried out with two sample groups (one gamified and one non-gamified scenario) in order to measure/distinguish the performance in relation to the number of questions solved, as well as the number of correct answers between the groups. As a result, there was no difference between the groups regarding the number of questions resolved, however, there was a statistically significant difference between the groups only on the number of correct answers, showing that leadboards can encourage specific behaviors due to competition during the problem solving process. and consequently in learning. Resumo. Neste artigo, apresentamos um estudo para verificar se os leadboards consegue estimular a prática de exercı́cios e consequentemente o aprendizado em Matemática Discreta. Para tanto, foi realizado um experimento controlado com dois grupos amostrais (um cenário gamificado e outro não-gamificado) a fim de mensurar/distinguir o desempenho em relação ao número de questões resolvidas, bem como a quantidade de acertos entre os grupos. Como resultado, não houve diferença entre os grupos em relação a quantidade de questões resolvidas, entretanto, houve uma diferença estatı́stica significativa entre os grupos apenas na quantidade de acertos, evidenciando que os leadboards pode encorajar comportamentos especı́ficos devido a competição durante processo de resolução de questões e consequentemente no aprendizado.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131640894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identificação dos fatores de melhorias no IDEB pelo uso de mineração de dados: Um estudo de caso em escolas municipais de MACEIÓ","authors":"Glevson Da Silva Pinto, Olival de Gusmão Freitas Júnior, E. Costa, João Carlos Cordeiro Barbirato, W. R. M. Rodrigues","doi":"10.5753/cbie.sbie.2019.1828","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.1828","url":null,"abstract":"","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130721502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Small Private Online Courses in Computing Learning: evidence, trends and challenges","authors":"J. Prates, R. E. García, J. Maldonado","doi":"10.5753/cbie.sbie.2019.129","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.129","url":null,"abstract":"SPOCs (Small Private Online Courses) are considered a variation of MOOCs (Massive Open Online Courses) and intend to facilitate the combination of online resources and technologies with personal engagement between disciplines and learners. The goal of this paper is to provide both an overview and a discussion about SPOCs’ trends, benefits and challenges in the scope of Computing teaching. For that, a systematic mapping of literature (SML) was performed. The benefits and challenges pointed out by selected papers are grouped and analyzed in four different perspectives: students, industry, teachers and Higher Education Institutions. The results show how SPOCs have been applied and it is discussed how these resources can be helpful in Computing teaching. Resumo. Os SPOCs (Small Private Online Courses) são considerados uma variação dos MOOCs (Massive Open Online Courses) e pretendem facilitar a combinação de recursos e tecnologias online com envolvimento pessoal entre disciplinas e alunos. O objetivo deste artigo é fornecer uma visão geral e uma discussão sobre as tendências, benefícios e desafios dos SPOCs no escopo do ensino de Computação. Para isso, foi realizado um mapeamento sistemático da literatura (MSL). Os benefícios e desafios apontados pelos trabalhos selecionados são agrupados e analisados em quatro diferentes perspectivas: estudantes, indústria, professores e Instituições de Ensino Superior. Os resultados mostram como os SPOCs são aplicados e é discutido como esses recursos podem ser úteis no ensino de Computação.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134243107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' Perceptions on Traditional and Non-Traditional Data Visualization for Pedagogical Decision-Making","authors":"R. Paiva, I. Bittencourt, M. Cavalcante, Patrícia Ospina","doi":"10.5753/cbie.sbie.2019.1741","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.1741","url":null,"abstract":"From 2012 until 2016, the number of US students enrolled in an online course increased 14.68%, resulting in more work for online teachers, who are responsible for planning and making pedagogical decisions to guide students. Interactions in such courses can generate data (quantity and variety), where relevant information in the educational context can be extracted, assisting teachers managing their classes. However, to present these data in spreadsheets, tables and graphics, is not enough. In this context, some authors suggest using data visualization to communicate information clearly and efficiently from the point of view of users, helping them analyze and reason about the data. However, people react differently to different types of visualization, which we categorized in two broad groups: traditional or non-traditional. We evaluated how users reacted to these types of visualizations and what users’ features are associated with their preferences for one category or the other. In this paper, we surveyed 235 teachers to evaluate how these two categories of visualizations affect the way participants evaluate data from an online course. They had to check the visualizations and identify which item contributed the most, and which item contributed the least to the performance of the students. The answers (correct or incorrect) were evaluated regarding the teachers’: age, gender, experience, education and perception on the usefulness of each visualization. Our ultimate purpose was to create a model to recommend visualizations according to the teachers’ profile.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133896559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STI - Lógica Livre: uma ferramenta para auxiliar a aprendizagem de equivalência lógica no âmbito da educação superior","authors":"M. A. Schreiner, F. Gil, E. Lisbôa, Daniel Antonio Karling","doi":"10.5753/cbie.sbie.2019.1661","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.1661","url":null,"abstract":"The present work deals with the development and evaluation of an Intelligent Tutoring System (ITS) used to aid in the learning of Propositional Logical Equivalence in the Licenciatura em Computação of the Setor Palotina of UFPR.In the development of the ITS, we used Web Development and Artificial Intelligence (IA) techniques, such as Bootstrap and Fuzzy Logic. Its use was based on the solution of challenges by the student, and with each challenge the system reports feedback and accompanies him in the progress of his learning. The software was submitted to experiments, in order to validate it as an educational tool. We had results that show an improvement in students’ learning in the Logic discipline of our institution. Resumo. O presente trabalho aborda o desenvolvimento e a avaliação de um Sistema Tutor Inteligente (STI) utilizado para auxiliar na aprendizagem de Equivalência Lógica Proposicional no Curso de Licenciatura em Computação do Setor Palotina da UFPR. Na criação do STI foram utilizadas técnicas de Desenvolvimento Web e de Inteligência Artificial (IA), tais como Bootstrap e Lógica Fuzzy. Sua utilização foi baseada na solução de desafios pelo aluno sendo que, a cada desafio, o sistema lhe reporta um feedback e o acompanha no progresso de sua aprendizagem. O software foi submetido a experimentos, com o intuito de validá-lo enquanto ferramenta educacional. Como resultado obtivemos uma melhora na aprendizagem dos alunos da disciplina de Lógica de nossa instituição.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116103798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communicability problems on MOOCs: a study around metacommunication","authors":"B. B. D. Rêgo, F. Garrido, Jean C. S. Rosa, E. Matos","doi":"10.5753/cbie.sbie.2019.1261","DOIUrl":"https://doi.org/10.5753/cbie.sbie.2019.1261","url":null,"abstract":"The MOOCs emerged as instruments for education democratization by free online courses. However, MOOCs have a high dropout rate for their students. In this sense, this paper presents some results about whether communicability problems are related to the general causes of dropout in MOOC courses. In order to reach this objective, the Semiotic Inspection Method was applied in Coursera and EDx MOOC platforms. From the results, it was inferred that communicability problems are associated with some of the general causes that lead to the abandonment or the withdrawal of students in MOOCs.","PeriodicalId":290331,"journal":{"name":"Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019)","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121919831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}