Metodologia lúdica aplicada no ensino de conceitos de programação de computadores

Abstract

This dissertation describes the process of research and construction of a ludic methodology for teaching computer programming concepts. The proposal, coming from a literature review in the area of programming psychology, is strongly based on scientific studies that propose the replacement of textual approach (sintax-driven) by ludic metaphors (schema-driven) under the prerogative of the instructional methodologies based purely on textual code, currently used, have been the same for more than four decades, being insufficient to build in the university students the correct mental models about the complex concepts of computer programming. Thus, it was specified a ludic model for teaching the concept of recursive algorithms. The model was based on the results obtained in the literature search process and carried out through the implementation of three recursive algorithms. The model validation process took place through a case study in the classroom with 38 beginner students of the University Salvador. The pretest-posttest and Likert methods were used in order to evaluate quantitatively and qualitatively, the effectiveness of the proposal. The quantitative results showed that participants had significant improvement of performance and qualitative results showed good acceptance of the methodology by the students. The results suggest that the ludic methodology proposed by this dissertation has great potential as an instructional tool to be applied as a teaching methodology for beginning students in universities.