Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-13T18:59:32Z No. of bitstreams: 1 ThiagoReisDaSilva_TESE.pdf: 3136710 bytes, checksum: db9d2913ecf1cdfe39a570f51f473be0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-14T19:33:05Z (GMT) No. of bitstreams: 1 ThiagoReisDaSilva_TESE.pdf: 3136710 bytes, checksum: db9d2913ecf1cdfe39a570f51f473be0 (MD5) / Made available in DSpace on 2017-06-14T19:33:05Z (GMT). No. of bitstreams: 1 ThiagoReisDaSilva_TESE.pdf: 3136710 bytes, checksum: db9d2913ecf1cdfe39a570f51f473be0 (MD5) Previous issue date: 2017-03-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A introdu??o de atividades ou mesmo mat?rias relacionadas ao ensino de programa??o nas escolas tem sido discutida cada vez mais, com entusiasmo nas associa??es e comiss?es que tratam do ensino de Computa??o. No Brasil, a Sociedade Brasileira de Computa??o (SBC) recomenda que no??es de programa??o sejam ensinadas a partir do Ensino B?sico, argumentando que as habilidades associadas, quando constru?das desde cedo, contribuem para o desenvolvimento de racioc?nio l?gico e resolu??o de problemas, o que ajuda a aumentar o n?mero de profissionais da ?rea al?m de trabalhar o despertar vocacional dos jovens. Os jogos digitais s?o elementos que v?m sendo muito utilizados na inser??o do ensino de programa??o nas escolas por oferecerem momentos l?dicos e interativos no processo de aprendizagem. Al?m disso, s?o atrativos ao aluno e aumentam a disposi??o deste para aprender. Assim, este trabalho de doutorado consistiu na realiza??o de um conjunto de estudos experimentais para se investigar diferentes formatos de aulas on-line de ensino de programa??o de jogos digitais para a educa??o b?sica, resultando em um modelo de Tutoria Virtual. Nesse contexto, este trabalho prop?e: (i) criar uma metodologia de ensino de programa??o de jogos digitais on-line que possa ser utilizada em larga escala; (ii) ensinar programa??o de jogos nas escolas atrav?s de formatos de videoaulas; e (iii) a condu??o de estudos emp?ricos que busquem identificar os benef?cios e limita??es da metodologia proposta. Os resultados obtidos em tais estudos trazem evid?ncias que os formatos s?o vi?veis, e que apresentaram um bom n?vel de entendimento pelos alunos. Al?m disso, nossos resultados sugerem que o uso do Formato Tutor Virtual ? promissor para a aquisi??o de habilidades de programa??o de jogos digitais utilizando a ferramenta Construct2, quando os programadores t?m pouca ou nenhuma experi?ncia pr?tica com programa??o. Por fim, a percep??o dos alunos atrav?s do Formato Tutor Virtual foi positiva quando comparada com os outros formatos investigados. / The introduction of activities or even disciplines related to the teaching programming in schools has been increasingly discussed with enthusiasm in associations and commissions that deal with teaching of Computing. In Brazil, the Brazilian Computer Society (SBC) recommends that programming notions should be taught since elementary school. They argue that the associated skills, when assimilated early, contribute to the development of logical reasoning and problem solving, which contributes to increasing number of professionals in the area and also develops the vocational aptitude of teenagers. The digital games are elements that have been often used to introduce teaching programming in the schools by offering playful and interactive moments in the learning process, being attractive to the student and increasing the student's disposal to learn. Thus, this doctoral work consisted in the realization of a set of experimental studies that investigates different formats of online classes of digital games programming for elementary school students, resulting in a model of Virtual Tutoring. In this context, this work proposes: (i) to create a teaching methodology of online digital game programming that can be used on a large scale; (ii) teach game programming in schools using video lectures; and (iii) conduct empirical studies that seeks for evidences of benefits and limitations of the proposed methodology. The results obtained from such studies bring evidences that the formats are feasible and indicate a good level of understanding by the students. In addition, our results suggest that using the Virtual Tutoring format is promising for the development of digital game programming skills when programmers have few or none experience programming practice. Finally, the students' perception using Virtual Tutoring format was positive when compared with the others investigated formats.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-09-04T20:48:36Z No. of bitstreams: 1 AdorilsonBezerraDeAraujo_DISSERT.pdf: 1520413 bytes, checksum: c9a4bb003f34cd8b94eb21679d5d37e0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-09-06T20:51:39Z (GMT) No. of bitstreams: 1 AdorilsonBezerraDeAraujo_DISSERT.pdf: 1520413 bytes, checksum: c9a4bb003f34cd8b94eb21679d5d37e0 (MD5) / Made available in DSpace on 2017-09-06T20:51:39Z (GMT). No. of bitstreams: 1 AdorilsonBezerraDeAraujo_DISSERT.pdf: 1520413 bytes, checksum: c9a4bb003f34cd8b94eb21679d5d37e0 (MD5) Previous issue date: 2017-02-14 / A plataforma Android ? atualmente a mais popular para o desenvolvimento de aplica??es m?veis, ocupando mais de 80% do mercado de sistemas operacionais para dispositivos m?veis, criando uma demanda por customiza??es de aplica??es para lidar com diferentes dispositivos, tais como, tamanho de tela, poder de processamento e mem?ria dispon?vel, idiomas e necessidades espec?ficas dos usu?rios. J? foram disponibilizadas 23 novas vers?es da plataforma Android desde o seu lan?amento. De forma a permitir a execu??o com sucesso das aplica??es em diferentes dispositivos, ? fundamental oferecer suporte ?s m?ltiplas vers?es da API (Application Programming Interface). Esta disserta??o de mestrado tem como objetivo: analisar, caracterizar e comparar t?cnicas utilizadas por aplica??es Android para oferecer suporte a m?ltiplas vers?es da API. Em especial, o trabalho busca: (i) identificar na literatura quais as t?cnicas indicadas para suporte ?s m?ltiplas vers?es da API Android; (ii) analisar aplica??es reais para quantificar o uso dessas t?cnicas; e (iii) comparar as caracter?sticas e consequ?ncias do uso de tais t?cnicas. Um estudo emp?rico foi conduzido para atingir tal objetivo, no qual foram analisadas 25 aplica??es Android populares. Os resultados do estudo mostram que existem tr?s t?cnicas para prover suporte ?ss m?ltiplas vers?es da API: i) pacote de compatibilidade, variabilidades de granularidade grossa da API que envolvam um conjunto de classes; ii) re-implementa??o de recurso, para situa??es pontuais e granularidade grossa em n?vel de classe ou quando o recurso n?o est? dispon?vel em pacote de compatibilidade; e iii) uso expl?cito da nova API, variabilidades de granularidade fina da API que envolva a chamada de m?todos espec?ficos. Atrav?s da an?lise de 25 aplica??es identificamos que pacote de compatibilidade foi utilizada por 23 aplica??es, re-implementa??o de recurso por 14 e uso expl?cito da nova API por 22. A API de fragmentos cont?m os elementos mais comuns dentre os lan?ados em vers?es superiores da plataforma que s?o usados pelas aplica??es durante sua evolu??o, sendo referenciados por 68% delas. No geral, as aplica??es poderiam aumentar o seu mercado em potencial com adapta??es de, em m?dia, 15 trechos de c?digo, por outro lado, os desenvolvedores das aplica??es t?m se preocupado em evitar c?digo-morto em fun??o da API da plataforma.Na an?lise de 7 aplica??es, 4 delas continham c?digo-morto, mas os quais em geral n?o representam mais do que 0,1% do seu c?digo total. / Android is currently the most popular platformfor the development of mobile applications, representing more than 80% of the operating systems market for mobile devices. This causes demands for application customizations to handle different devices such as screen size, processing power and available memory, languages, and specific user needs. Twenty-three new versions of Android platformhave been released since its first release. In order to enable the successful execution of applications on different devices, it is essential to support multiple versions of the Application Programming Interface (API). This dissertation aims to analyze, characterize and compare techniques used by Android applications to support multiple versions of the API. In particular, the work seeks: (i) to identify the used techniques to support multiple versions of the Android API in the literature; (ii) to analyze real applications to quantify the usage of these techniques; and (iii) to compare the characteristics and consequences of using such techniques. An empirical study, in which 25 popular Android apps were analyzed, was conducted to achieve this goal. The results of the study show that there are three techniques to support multiple versions of the API: i) compatibility package, that adrresses API coarse granularity variabilities involving a set of classes; ii) re-implementation of resource used for specific situations and coarse granularity at class level or when resource is not available in compatibility package; and iii)explicit use of the new API that allows implementing fine grained variabilities of the API that involves calling of specific methods. Through the analysis of 25 applications, we have identified that compatibility package was used by 23 applications, re-implementation of resource was used by 14 applications and the explicit usage of the new API was used by 22 applications. The API fragments contains the most common elements among those released in higher versions of the platformthat are used by applications during their evolution, and it is referenced by 68% of them. In general, applications could increase their potential market with adaptations of, on average, 15 code snippets. On the other hand, application developers have been worried about how avoiding dead code based on platform API. In the analysis of 7 applications, 4 of them contained dead code, but it did not represent more than 0.1% of total code.