Jogos de Programar: Abordagem para os Primeiros Contatos dos Estudantes com a Programação

INTRODUCTION: This work investigates the use of programming games as a way to establish the high school students first contacts with programming concepts. Programming games are puzzle style games in which the player must solve problems that require algorithmic logic using some programming notation. OBJECTIVE: The research sought to evaluate which characteristics of the programming games are perceived positively by the students. METHOD: The research was carried out with 14 students who used three different programming games (Code Combat, NoBug's Snack Bar and Lighbot). They answered a questionnaire with open and closed questions about (i) preferred game, (ii) Engagement and fun, (iii) tutorial style (way of proposing problems to players); And (iv) perception about programming concepts involved. RESULTS: The Code Combat and LightBot games tied the students' preference, with Lightbot achieving a better engagement and fun score. The Tutorial style of Code Combat and NoBug's Snack Bar received the best scores. The students reported having understood the concepts of function (92.9%), Loop (92.9%) and variable (71.2%) after using the games and their perception of the difficulty of programming was easy or average (71.4%). CONCLUSION: The use of programming games in students' initial contacts can bring beneficial results by creating a less intimidating environment in which the student perceives himself capable of achieving his goals while having fun. It aids to avoid obstacles that the perception of the difficulty of programming could generate. Concepts such as loops and functions were better assimilated by students than the concept of a variable, suggesting the need to rethink the traditional organization of textbooks and introductory programming courses.INTRODUÇÃO: Este trabalho investiga a utilização de jogos de programar como forma de estabelecer os primeiros contatos de estudantes de ensino médio com conceitos de programação. Jogos de programar são jogos do estilo puzzle em que o jogador deve solucionar problemas que requerem lógica algorítmica usando alguma notação de programação. OBJETIVO: A pesquisa buscou avaliar que características dos jogos de programar são percebidas de forma positiva pelos estudantes. MÉTODO: A pesquisa foi realizada com 14 estudantes que utilizaram três diferentes jogos de programar (Code Combat, NoBug´s Snack Bar e Lighbot) e responderam um questionário com perguntas abertas e fechadas sobre: (i) jogo preferido, (ii) engajamento e diversão, (iii) estilo tutorial (forma de propor os problemas aos jogadores); e (iv) percepção sobre conceitos de programação envolvidos. RESULTADOS: Os jogos Code Combat e LightBot empataram napreferência dos estudantes, tendo o Lightbot atingido melhor escore de engajamento e diversão. O estilo Tutorial do Code Combat e do NoBug's Snack Bar foram os melhores pontuados. Os estudantes relataram terem compreendido os conceitos de função (92,9%), Repetição (92,9%) e variável (71,2%) após usarem os jogos e percepção sobre a dificuldade de programar de 71,4% deles foi fácil ou média. CONCLUSÃO: O uso de jogos de programar nos contatos iniciais dos estudantes pode trazer resultados benéficos ao criar um ambiente menos intimidador em que o estudante se percebe capaz de atingir seus objetivos enquanto se diverte evitando obstáculos que a percepção da dificuldade de programar poderia gerar. Conceitos como repetições e funções foram melhor assimilados pelos estudantes do que o conceito de variável, sugerindo a necessidade de repensar a organização tradicional dos livros didáticos e cursos de programação introdutória

Toxonomy of tools designed for learning programing

Prema samom naslovu teme, na Internetu ima jako malo izravnih podataka pa je potrebno proširiti fokus traženih ulaznih podataka kao parametara neophodnih za izradu same taksonomije. U interakciji s raznim stranicama, uočen je izuzetno velik broj komentara, tema ili cjelina, koji spominju nesnalaženje korisnika alata ili pak korištenje krivih alata za svoje interese, te je iz tog razloga potreba za ovakvom taksonomijom alata za učenje programiranja tim viša. Nakon dovršetka izrade analize prikupljenih podataka te klasifikacije alata, kompletna tematska cjelina čini se još više korisna nego što je zapravo na početku govorio sam naslov teme. Nakon početnog problema oko iznalaženja izvora za analizu, sve većim angažmanom i pronalaženjem podataka, ukupnim rezultatima ovaj završni rad još više nam govori o značaju taksonomije za sve korisnike pametnih uređaja i tehnike, bez obzira na njihov stupanj znanja i socijalni status,odnosno da pruža univerzalan uvid svim zainteresiranim čitateljima.According to the subject's headline, there are very few direct data on the Internet, so the focus of the input data needs to be expanded as parameters necessary for taxonomy. In interaction with various sites, a remarkably large number of comments, themes, or entities have been noted that mention the user's lack of tools or the use of the wrong tools for their own interests, and for this reason the need for such a taxonomy of the programming learning tool is higher. After completing the analysis of the data collected and the classification of tools, the complete thematic set seems to be even more useful than it was at the beginning of the title theme. After the initial problem of finding the source for the analysis, with increasing engagement and finding of data, the overall results of this final work are even more telling about the importance of taxonomy for all users of smart devices and techniques, regardless of their degree of knowledge or knowledge and social status provides a universal insight to all interested readers

Toxonomy of tools designed for learning programing

Prema samom naslovu teme, na Internetu ima jako malo izravnih podataka pa je potrebno proširiti fokus traženih ulaznih podataka kao parametara neophodnih za izradu same taksonomije. U interakciji s raznim stranicama, uočen je izuzetno velik broj komentara, tema ili cjelina, koji spominju nesnalaženje korisnika alata ili pak korištenje krivih alata za svoje interese, te je iz tog razloga potreba za ovakvom taksonomijom alata za učenje programiranja tim viša. Nakon dovršetka izrade analize prikupljenih podataka te klasifikacije alata, kompletna tematska cjelina čini se još više korisna nego što je zapravo na početku govorio sam naslov teme. Nakon početnog problema oko iznalaženja izvora za analizu, sve većim angažmanom i pronalaženjem podataka, ukupnim rezultatima ovaj završni rad još više nam govori o značaju taksonomije za sve korisnike pametnih uređaja i tehnike, bez obzira na njihov stupanj znanja i socijalni status,odnosno da pruža univerzalan uvid svim zainteresiranim čitateljima.According to the subject's headline, there are very few direct data on the Internet, so the focus of the input data needs to be expanded as parameters necessary for taxonomy. In interaction with various sites, a remarkably large number of comments, themes, or entities have been noted that mention the user's lack of tools or the use of the wrong tools for their own interests, and for this reason the need for such a taxonomy of the programming learning tool is higher. After completing the analysis of the data collected and the classification of tools, the complete thematic set seems to be even more useful than it was at the beginning of the title theme. After the initial problem of finding the source for the analysis, with increasing engagement and finding of data, the overall results of this final work are even more telling about the importance of taxonomy for all users of smart devices and techniques, regardless of their degree of knowledge or knowledge and social status provides a universal insight to all interested readers