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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23501 |
| Date | 11 March 2017 |
| Creators | Silva, Thiago Reis da |
| Contributors | 02561400492, http://lattes.cnpq.br/9520477461031645, Rebou?as, Ayla D?bora Dantas de Souza, 03635115479, http://lattes.cnpq.br/1095204533816403, Lucena, Marcia Jacyntha Nunes Rodrigues, 80700772472, http://lattes.cnpq.br/7982148962089986, Lima, Rommel Wladimir de, 81222181487, http://lattes.cnpq.br/1779018936618060, Soares, S?rgio Castelo Branco, 61679011391, http://lattes.cnpq.br/6456667887502521, Aranha, Eduardo Henrique da Silva |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM SISTEMAS E COMPUTA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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