Active learning methodologies in higher education have gained increasing relevance in the contemporary educational landscape, largely due to advances in the science of learning. These pedagogical approaches position the student as the protagonist of the knowledge construction process, promoting greater engagement and interaction with the content and, consequently, more effective and lasting learning. By incorporating the principles of the science of learning, active methodologies aim to align with the latest discoveries in neuroscience and cognitive psychology, fostering the creation of teaching environments that favor the construction of solid knowledge and the training of professionals more capable and adaptable to the constant transformations of the job market.
About the Area Coordinators
Prof. Cristiane Soares Ramos
A distinguished academic in the field of Active Learning Methodologies, with a solid foundation in Software Engineering and Knowledge Management. Serving as a professor in the Software Engineering course at the University of Brasília, she has significantly contributed to the advancement of education and research in software. She is currently a member of the management committee of the Learning for the 3rd Millennium program (A3M). More About the Coordinator
Prof. Sergio Antônio Andrade de Freitas
An academic in the field of Active Learning Methodologies and a faculty member at the University of Brasília - UnB, he teaches in the Software Engineering course. Throughout his academic career, he has held significant administrative roles, including Dean of Undergraduate Studies and director of the Distance Education Center (CEAD). His dedication to advancing knowledge in Active Methodologies, both in Engineering and Computing, along with his contributions in Learning Analytics, highlight his expertise and commitment to educational innovation. He is currently the president of the management committee of the Learning for the 3rd Millennium program (A3M). More About the Coordinator
Research Team
Researchers
George Marsicano Correa- Full Professor at the University of Brasília (UnB), working in the undergraduate Software Engineering program and the Graduate Program in Applied Computing.
.
Ricardo Ajax Dias Kosloski- Associate Professor at the University of Brasília (UnB), working in the undergraduate Software Engineering program.
.
Bachelor’s Thesis
Ana Carolina Rodrigues Leite.
Ethics in the use of AI by ESW students (provisional)
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
Cristiane RamosRicardo Ajax
. Tags:
Artificial Intelligence,
Education
.
Amanda Jeniffer Pereira Nobre.
Ethics in the use of AI by ESW students (provisional)
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
Cristiane RamosRicardo Ajax
. Tags:
Artificial Intelligence,
Education
.
Edvan Barreira Gomes Junior.
Maturity of active methodologies (provisional)
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
Cristiane RamosRicardo Ajax
. Tags:
Active Learning,
Education
.
Luiza Esteves dos Santos.
Application to support the organization of course content (provisional)
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
Ricardo Ajax
. Tags:
Education,
Software Architecture
.
Artur de Souza Vieira.
Application to support the organization of course content (provisional)
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
Ricardo Ajax
. Tags:
Education,
Software Architecture
.
Daniela Soares de Oliveira.
Brazilian Sign Language Translation Platform
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
George Marsicano
. Tags:
Education,
Machine Learning
.
Danilo Domingo Vitoriano Silva.
Brazilian Sign Language Translation Platform
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
George Marsicano
. Tags:
Education,
Machine Learning
.
Caio César Oliveira.
Development of an Artificial Intelligence for the Improvement of Individual Assessment in Software Courses at the University of Brasília
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
George Marsicano
. Tags:
Artificial Intelligence,
Education,
Software Quality
.
Vitor Eduardo Kühl Rodrigues.
Development of an Artificial Intelligence for the Improvement of Individual Assessment in Software Courses at the University of Brasília
.Bachelor of Software Engineering - University of Brasília (Brazil),(2024).
Advisor(s):
George Marsicano
. Tags:
Artificial Intelligence,
Education,
Software Quality
.
In the last decade gamification has gained greater prominence due to its ability to generate motivation and engagement by applying game elements in non-gaming contexts. The accession of gamification in the teaching process is a way to encourage the participation and constancy of students during learning. The RPG (Role-Playing Game) is a genre of game characterized mainly by four elements - the story narrative, the characters, the progress system and the challenges. These RPG elements are key to generating interest in players. When applied in the teaching environment, the RPG can promote greater interaction and immersion of students. Taking this into consideration, this work presents a learning process that applies gamification concepts together with RPG elements, called Jornada, whose proposal is to increase student engagement and motivation. From the application of this process in a Human-Computer Interaction (HCI) class at the University of Brasilia (UnB), it was possible to collect information used to evaluate the feasibility of using the process in the classroom.
This project aims to present the implementation of an application for the gamified discipline of Human-Computer Interaction at the University of Brasília (UnB). Gamificationis an approach that uses game elements to engage and motivate students in their learning process. The developed application aims to complement the experience of the HCIdiscipline by offering gamified features and functionalities that promote active student participation. To achieve this goal, methods and concepts from Software Engineering were employed, including the study of relevant literature on RPGs and the Octalysisframework, requirements gathering, as well as Scrum. This project presents the requirements elicitation, prioritization, and technical specifications of the system implemented inthe Final Project 2. Additionally, the development architecture defining the technologiesand environment in which the system was developed is presented, along with a proof-ofconcept including the prototype screens with some of the functionalities using the chosentechnology, and the relational modeling of entities and data. Finally, the implementationof the application is presented, along with a summary of the development process and the conclusion obtained.
Amanda Emilly Muniz de Menezes,
Identifying Factors Affecting Dropout in Higher Education
. Senior Project (Bachelor of Software Engineering) - University of Brasília (Brazil), 2022
Advisor(s):
Cristiane Ramos,
Sergio Freitas
. Tags:
Education,
Learning Analytics
.
Identifying factors that influence academic dropout is crucial for coordinators to take preventive actions against student desertion. This thesis aims to explore the current state of research in the field, seeking to understand the main factors associated with academic dropout and how they can be applied in predictive models of dropout. A quantitative, exploratory, and explanatory applied research was conducted, using case study techniques and bibliographic research. The systematic literature review indicated that dropout could be predicted by academic, demographic, and learning factors. Using these factors, predictive models were developed with the help of machine learning algorithms, whose predictions proved sensitive to changes in course flows. It concludes that academic, demographic, and learning factors are effective in predicting dropout, with the selection and application method of these factors being crucial for achieving accurate predictive results. Moreover, the application of academic factors in predictive models requires consideration of the specific context of the analyzed data.
Letícia Karla Soares Rodrigues de Araújo,
Identifying Factors Affecting Dropout in Higher Education
. Senior Project (Bachelor of Software Engineering) - University of Brasília (Brazil), 2022
Advisor(s):
Cristiane Ramos,
Sergio Freitas
. Tags:
Education,
Learning Analytics
.
Identifying factors that influence academic dropout is crucial for coordinators to take preventive actions against student desertion. This thesis aims to explore the current state of research in the field, seeking to understand the main factors associated with academic dropout and how they can be applied in predictive models of dropout. A quantitative, exploratory, and explanatory applied research was conducted, using case study techniques and bibliographic research. The systematic literature review indicated that dropout could be predicted by academic, demographic, and learning factors. Using these factors, predictive models were developed with the help of machine learning algorithms, whose predictions proved sensitive to changes in course flows. It concludes that academic, demographic, and learning factors are effective in predicting dropout, with the selection and application method of these factors being crucial for achieving accurate predictive results. Moreover, the application of academic factors in predictive models requires consideration of the specific context of the analyzed data.
The objective of this work is to design and implement a gamified system for financial education. The method used was the typical software engineering construction with requirements gathering as well as a literature study of the The method used was a typical software engineering construction with a survey of requirements and a literature study of gamification frameworks, especially Octalysis, along with the study of software development methodologies used to plan the system. In this work we present the requirements survey and its prioritization as well as the necessary specifications for the implemented system. We also present a prototype where we define the visual identity and the prototype of the screens present in the system along with the relational modeling of the data and its entities, and present the application architecture where we show how the application was structured, and its final version.
The use of gamification in the area of human-computer interaction has become a practice to engage and motivate users. In this work, the practice of gamification in the usability evaluation process is addressed. The usability-oriented gamification design process is particular to each application environment and user group. Bearing in mind that gamification projects, in general, have positive results, even if they address different objectives in relation to engagement and motivation. Taking this into account, this work presents the application of a gamified software product that aims to engage and motivate undergraduate students to study usability criteria. The methodology of systematic literature review was used for the theoretical basis for the development of the gamified application called Pixel. The application of Pixel in a human-computer interaction class generated data and information, which were used in the evaluation and analysis of motivation, engagement and use of usability criteria by students.
The application of gamified processes in the field of education has become increasingly common over the last few decades. Each project has unique characteristics, utilizing different techniques and being applied across various modalities and levels of education. However, creating a gamification is not just about inserting game elements into a given activity. There are tools designed to assist in this creation process, providing a step-by-step guide that contains methods and mechanics to be followed by those wishing to develop a gamified project. This work presents a systematic review of the literature, aiming to find these tools, referred to as gamification frameworks or models, and to combine the data found with other extracted criteria such as the countries and the educational levels where these frameworks are used. This review was divided into three stages - planning, execution, and summarization. In the planning stage, the research question, search string, acceptance criteria, and information to be extracted were defined. In the execution, the review is carried out, with the selection of primary studies and data extraction. In the summarization, the results are generated through graphs. At the end, an evaluation was conducted, considering the results obtained on the use of gamification frameworks in conjunction with other extraction criteria used in the review.
The usage of software has grown as computers become popular. There have emerged, both in academia and in the market, technological solutions for several areas, among them education. On the other hand, classroom teaching and learning continues to suffer from classical educational problems such as lack of student and teacher motivation and lack of clear educational goals. And although software supports learning across a range of disciplines and ages, childrens audiences, especially in mathematics, have been little contemplated with the benefits that technological solutions can bring. Therefore, the use of pedagogical approaches, such as Blooms Taxonomy and Formative Assessments, together with gamification techniques, such as Octalysis, can be used to develop a technological solution that contemplates this public. The present work aims to design and develop software to assist the teaching and learning of mathematics for children in the classroom. Among the results obtained are the design of gamification in Octalysis, the types of questions and pedagogical approach to be used, besides the software itself in operation.
The goal of this work is to design and implement a system for analyzing learning indicator metrics related to the Learning for the Third Millennium (A3M) program. The system serves as the gateway for all users wishing to utilize these indicator metrics. It is important to note that this is a web system. The development of this system involved a literature review on software engineering concepts, particularly development methodologies, as well as the execution of activities for requirements elicitation, development, and prioritization, along with the modeling of needs for the system's development. In the first phase, the planning of all actions necessary for the SAMI project was carried out, especially modeling, prototyping, and prioritizing requirements. With this data collected, it was possible to move to the next phase, which is implementation and testing.
The use of software has been increasingly popular in society, including in virtual learning environments. As technology advances, pedagogical methods have evolved, giving rise to new approaches aimed at leveraging these advancements to enhance teaching and learning processes. This study introduces the adaptation of a virtual learning environment for teaching algorithms, employing Gamification techniques as proposed by Yu-kai Chou, in conjunction with the educational strategies developed by Salman Khan. The virtual learning environment Moodle was used to structure a fully gamified course on algorithms, supported by the software Funifier and Scratch. The online course, lasting one month, is structured into weekly tasks that cover the basic concepts of computational algorithms, incorporating established gamification elements such as points, badges, and leaderboards, aiming to effectively engage and motivate students.
Júlia Farias Sousa,
Analysis of Students Perceptions on the Use of Distance Learning in the Software Engineering Course, FGA/UnB
. Bachelor of Software Engineering - University of Brasília (Brazil), 2023
Advisor(s):
George Marsicano
. Tags:
Education,
Software Engineering
.
Current Projects
Teaching Project, “Software Development” Course, Prof. Sérgio Freitas: Revitalized through gamification “Dawn Feudal” and inspired by a feudal scenario and based on the Octalysis model, this approach transforms learning into an interactive journey, where students face practical software development challenges, promoting skills like critical thinking and collaboration. The playful experience not only engages students but also prepares them for real-world software challenges.
Available resources: MS Power Apps mobile app, SharePoint site, Power BI dashboards, and a thematic player’s guide, all integrated into the Microsoft 365 platform.
Start: 2021, status: ongoing.
Teaching Project, “Human-Computer Interaction” Course, Prof. Sérgio Freitas: Offered in the Software Engineering course at the University of Brasília, adopted an innovative pedagogical approach through the implementation of gamification in the form of a Feudal RPG, based on the Octalysis model and called “HCI Journey.” This methodology aims to enrich the learning process, making it more attractive and efficient for students. By integrating elements of RPG games, such as battles, quests, and missions, into the academic curriculum, gamification seeks to facilitate the understanding of the fundamental concepts of the discipline, while stimulating student engagement and motivation throughout the semester.
Available resources: MS Power Apps mobile app, SharePoint site, and a thematic player’s guide, all integrated into the Microsoft 365 platform.
Start: 2022, status: ongoing.
Publications and Productions
Publications (40)
Sergio Antônio Andrade Freitas,Cristiane S. Ramos,Eduardo Bessa Pereira da Silva,Marcia Renata Mortari,Dianne Magalhaes Viana,
Implementing Neuroscientific Principles in Gamified Software Engineering Courses
, in Frontiers in Education 2024
, pTo appear, 2024
. Tags:
Active Learning,
Learning Analytics,
Gamification
.
Sergio Antônio Andrade Freitas,Mylena Angélica S. Farias,Cristiane S. Ramos,Marcus Vinícius Paiva Martins,Juan Mangueira Alves,Leda Cardoso S. Pinto,
Crafting Personalized Learning Environments Through Motivational Profiling
, in Frontiers in Education 2024
, pTo appear, 2024
. Tags:
Active Learning,
Gamification
.
Cristiane S. Ramos,Mylena Angélica S. Farias,Sergio Antônio Andrade Freitas,Marcus Vinícius Paiva Martins,Juan Mangueira Alves,Leda Cardoso S. Pinto,
A Process to Identify Players’ Motivational Profiles for Designing a Gamification Project
, in 24th International Conference on Computational Science and Its Applications - ICCSA 2024
, p49-67, 2024
. DOI: 10.1007/978-3-031-64608-9_4
. Tags:
Active Learning,
Gamification
.
This article presents an innovative process for identifying the motivational profiles of a specific target audience using three distinct strategies: assessment by judges, application of game dynamics, and the Intrinsic Motivation Inventory (IMI) questionnaire. Each strategy aims to align with the Octalysis framework, emphasizing the importance of personalization and adaptability in gamification. The process is tested on a gamification project within a Brazilian government portal for scientific dissemination, focusing on engaging Brazilian students in science. The analysis reveals differences in strategy outcomes, highlighting the requirement of a multifaceted approach to accurately capture the target audience’s motivational profiles and improve gamification effectiveness.
Cristiane S. Ramos,Dianne M. Viana,Eduardo Bessa,Márcia R. Mortari,Sergio Antônio Andrade Freitas,
Learning Indicators as Tools for Continuous Improvement in the Educational Environment
, in PAEE/ALE 2024 - International Conference on Active Learning in Engineering Education
, p245-254, 2024
. DOI: 2183-1378
. Tags:
Active Learning
.
In today's fast-paced world characterized by rapid knowledge evolution and increasing information valuation, the education sector faces unprecedented challenges. These challenges require a continuous commitment to the evaluation and enhancement of pedagogical practices, adapting them to emerging needs and challenges. In this context, learning indicators emerge as fundamental instruments, offering detailed insights into the efficiency of active learning methods and strategies, and student progress in the development of essential competencies. This article is dedicated to exploring the implementation of two key indicators in the educational environment, aiming at optimizing the quality of teaching and learning in engineering course disciplines. The first indicator analyzed focuses on identifying students' prior knowledge and assimilating new concepts, fundamental for meaningful learning. The second indicator seeks to evaluate the consolidation of engrams, that is, the formation and reinforcement of memories related to learned concepts, allowing the identification of gaps in the teaching-learning process. It is argued that the adoption of these indicators, among others, is necessary for effective educational management, allowing not only the monitoring and evaluation of pedagogical practices but also the planning of precise and well-founded interventions to establish an inclusive, efficient, and motivating learning environment.
In the last decade gamification has gained greater prominence due to its ability to generate motivation and engagement by applying game elements in non-gaming contexts. The accession of gamification in the teaching process is a way to encourage the participation and constancy of students during learning. The RPG (Role-Playing Game) is a genre of game characterized mainly by four elements - the story narrative, the characters, the progress system and the challenges. These RPG elements are key to generating interest in players. When applied in the teaching environment, the RPG can promote greater interaction and immersion of students. Taking this into consideration, this work presents a learning process that applies gamification concepts together with RPG elements, called Jornada, whose proposal is to increase student engagement and motivation. From the application of this process in a Human-Computer Interaction (HCI) class at the University of Brasilia (UnB), it was possible to collect information used to evaluate the feasibility of using the process in the classroom.
This project aims to present the implementation of an application for the gamified discipline of Human-Computer Interaction at the University of Brasília (UnB). Gamificationis an approach that uses game elements to engage and motivate students in their learning process. The developed application aims to complement the experience of the HCIdiscipline by offering gamified features and functionalities that promote active student participation. To achieve this goal, methods and concepts from Software Engineering were employed, including the study of relevant literature on RPGs and the Octalysisframework, requirements gathering, as well as Scrum. This project presents the requirements elicitation, prioritization, and technical specifications of the system implemented inthe Final Project 2. Additionally, the development architecture defining the technologiesand environment in which the system was developed is presented, along with a proof-ofconcept including the prototype screens with some of the functionalities using the chosentechnology, and the relational modeling of entities and data. Finally, the implementationof the application is presented, along with a summary of the development process and the conclusion obtained.
Amanda Emilly Muniz de Menezes,
Identifying Factors Affecting Dropout in Higher Education
. Senior Project (Bachelor of Software Engineering) - University of Brasília (Brazil), 2022
Advisor(s):
Cristiane Ramos,
Sergio Freitas
. Tags:
Education,
Learning Analytics
.
Identifying factors that influence academic dropout is crucial for coordinators to take preventive actions against student desertion. This thesis aims to explore the current state of research in the field, seeking to understand the main factors associated with academic dropout and how they can be applied in predictive models of dropout. A quantitative, exploratory, and explanatory applied research was conducted, using case study techniques and bibliographic research. The systematic literature review indicated that dropout could be predicted by academic, demographic, and learning factors. Using these factors, predictive models were developed with the help of machine learning algorithms, whose predictions proved sensitive to changes in course flows. It concludes that academic, demographic, and learning factors are effective in predicting dropout, with the selection and application method of these factors being crucial for achieving accurate predictive results. Moreover, the application of academic factors in predictive models requires consideration of the specific context of the analyzed data.
Letícia Karla Soares Rodrigues de Araújo,
Identifying Factors Affecting Dropout in Higher Education
. Senior Project (Bachelor of Software Engineering) - University of Brasília (Brazil), 2022
Advisor(s):
Cristiane Ramos,
Sergio Freitas
. Tags:
Education,
Learning Analytics
.
Identifying factors that influence academic dropout is crucial for coordinators to take preventive actions against student desertion. This thesis aims to explore the current state of research in the field, seeking to understand the main factors associated with academic dropout and how they can be applied in predictive models of dropout. A quantitative, exploratory, and explanatory applied research was conducted, using case study techniques and bibliographic research. The systematic literature review indicated that dropout could be predicted by academic, demographic, and learning factors. Using these factors, predictive models were developed with the help of machine learning algorithms, whose predictions proved sensitive to changes in course flows. It concludes that academic, demographic, and learning factors are effective in predicting dropout, with the selection and application method of these factors being crucial for achieving accurate predictive results. Moreover, the application of academic factors in predictive models requires consideration of the specific context of the analyzed data.
The objective of this work is to design and implement a gamified system for financial education. The method used was the typical software engineering construction with requirements gathering as well as a literature study of the The method used was a typical software engineering construction with a survey of requirements and a literature study of gamification frameworks, especially Octalysis, along with the study of software development methodologies used to plan the system. In this work we present the requirements survey and its prioritization as well as the necessary specifications for the implemented system. We also present a prototype where we define the visual identity and the prototype of the screens present in the system along with the relational modeling of the data and its entities, and present the application architecture where we show how the application was structured, and its final version.
The use of gamification in the area of human-computer interaction has become a practice to engage and motivate users. In this work, the practice of gamification in the usability evaluation process is addressed. The usability-oriented gamification design process is particular to each application environment and user group. Bearing in mind that gamification projects, in general, have positive results, even if they address different objectives in relation to engagement and motivation. Taking this into account, this work presents the application of a gamified software product that aims to engage and motivate undergraduate students to study usability criteria. The methodology of systematic literature review was used for the theoretical basis for the development of the gamified application called Pixel. The application of Pixel in a human-computer interaction class generated data and information, which were used in the evaluation and analysis of motivation, engagement and use of usability criteria by students.
CABELLO, A. F.,FERREIRA, G. V.,IMBROISI, D.,ARRUDA, J. A.,FREITAS, S. A. A.,ALVAREZ, G. A.,
Forms of admission in a comparative perspective: why does SISU increase dropout? The case of UNB
, AVALIAÇÃO: REVISTA DA AVALIAÇÃO DA EDUCAÇÃO SUPERIOR
, 26(446-460), 2021
. DOI: 10.1590/s1414-40772021000200006
. Tags:
Learning Analytics,
Education
.
The application of gamified processes in the field of education has become increasingly common over the last few decades. Each project has unique characteristics, utilizing different techniques and being applied across various modalities and levels of education. However, creating a gamification is not just about inserting game elements into a given activity. There are tools designed to assist in this creation process, providing a step-by-step guide that contains methods and mechanics to be followed by those wishing to develop a gamified project. This work presents a systematic review of the literature, aiming to find these tools, referred to as gamification frameworks or models, and to combine the data found with other extracted criteria such as the countries and the educational levels where these frameworks are used. This review was divided into three stages - planning, execution, and summarization. In the planning stage, the research question, search string, acceptance criteria, and information to be extracted were defined. In the execution, the review is carried out, with the selection of primary studies and data extraction. In the summarization, the results are generated through graphs. At the end, an evaluation was conducted, considering the results obtained on the use of gamification frameworks in conjunction with other extraction criteria used in the review.
MELO, L. V. S. E.,NOGUEIRA, T. J. A. M.,LEITE, L. L.,FREITAS, S. A. A.,
Programa Aprendizagem para o 3º Milênio (A3M)
, 2021
. DOI: 9786599168932
. Tags:
Active Learning,
Education
.
MOTA, V. F. S.,GOMES, R. L.,FREITAS, S. A. A.,
Internet das Coisas como Plataforma Multidisciplinar de Aprendizagem: Projetos Integradores Hardware/Software
, 2020
. DOI: 10.5753/wei.2020.11138
. Tags:
Active Learning
.
CALAZANS, Angelica Toffano Seidel,MASSON, E.,SOUZA, M.,BRITO, I.,PALDES, R.,KOSLOSKI, RICARDO AJAX DIAS,RAMOS, C. S.,GUIMARAES, F.,
Ensino SUPERIOR com metodologias ativas: na prática, como se faz
, Clube dos autores, 2019
. DOI: 10.29327/57070
. Tags:
Active Learning
.
KOSLOSKI, RICARDO AJAX DIAS,RAMOS, CRISTIANE SOARES,CANEDO, E. D.,GOULART, H. B.,
Aprendizagem baseada em projetos aplicada em uma disciplina de integração de Engenharias: desafios e benefícios
, in Simpósio Brasileiro de Informática na Educação (SBIE)
, 2019
. DOI: 10.5753/cbie.sbie.2019.89
. Tags:
Active Learning
.
LEMES, R. F.,FREITAS, S. A. A.,
Uso do algoritmo Apriori na avaliação da motivação em uma gamificação
, in Simpósio Brasileiro de Informática na Educação (SBIE)
, 2019
. DOI: 10.5753/cbie.sbie.2019.694
. Tags:
Gamification,
Active Learning
.
Nogueira, Teresinha de Jesus Araújo Magalhães,Melo, Lívia Veleda de Sousa e,FREITAS, S. A. A.,Leite, Letícia Lopes,Macedo, Harineide Madeira,
PROGRAMA APRENDIZAGEM PARA O 3º MILÊNIO (A3M): PROMOVENDO A INSTITUCIONALIZAÇÃO DE AÇÕES INOVADORAS NA UNB
, 2019
. DOI: 10.1007/978-3-030-24308-1_11
. Tags:
Active Learning
.
MARSICANO, G. C.,
Processo de Aprendizagem Conversacional para a Elicitação de Requisitos: Uma nova possibilidade para a construção de relações entre engenheiro de software e seus stakeholders
, Novas Ediçoes Acadêmicas, 2018
. DOI: 978-6202194716
. Tags:
Active Learning,
Requirements Engineering
.
CUNHA, G. C. A.,BARRAQUI, L. P.,FREITAS, S. A. A.,
Evaluating the use of gamification in mathematics learning in primary school children
, in 48th Annual Frontiers in Education (FIE)
, 2018
. DOI: 10.1109/FIE.2018.8658950
. Tags:
Gamification,
Active Learning
.
MELO, L. V. S. E.,NOGUEIRA, T. J.,FREITAS, S. A. A.,LEITE, L. L.,
Programa A3M: construção e socialização de ações pedagógicas inovadoras na UNB
, in X Simpósio Nacional de Educação
, 2018
. Tags:
Active Learning,
Education
.
RAMOS, CRISTIANE SOARES,KOSLOSKI, Ricardo Ajax Dias,VENSON, ELAINE,DA COSTA FIGUEIREDO, REJANE M.,DEON, VICTOR HUGO A.,
TBL as an active learning-teaching methodology for software engineering courses
, in the XXXII Brazilian Symposium
, p289, 2018
. DOI: 10.1145/3266237.3266253
. Tags:
Active Learning
.
CUNHA, GEOVÂNIA,BARRAQUI, LUCIANA,FREITAS, S. A. A.,
Uso da gamificação nos anos iniciais do ensino fundamental brasileiro
, in XXVIII Simpósio Brasileiro de Informática na Educação SBIE
, 2017
. DOI: 10.5753/cbie.sbie.2017.1742
. Tags:
Gamification,
Education,
Active Learning
.
DIAS CANEDO, EDNA,SANTOS, GIOVANNI ALMEIDA,FREITAS, S. A. A.,
Analysis of the teaching-learning methodology adopted in the introduction to computer science classes
, in 2017 IEEE Frontiers in Education Conference (FIE)
, 2017
. DOI: 10.1109/FIE.2017.8190556
. Tags:
Active Learning
.
FREITAS, S. A. A.,LACERDA, ARTHUR R. T.,CALADO, PAULO M. R. O.,LIMA, THIAGO S.,DIAS CANEDO, EDNA,
Gamification in education: A methodology to identify student's profile
, in 2017 IEEE Frontiers in Education Conference (FIE)
, 2017
. DOI: 10.1109/FIE.2017.8190499
. Tags:
Gamification,
Active Learning
.
MELO, L. V. S. E.,FREITAS, S. A. A.,NOGUEIRA, T. J.,ANDRADE, M.,LOURENCO, V.,
Programa Aprendizagem para o Terceiro Milênio (A3M): política de valorização e promoção de ações educacionais inovadoras na Universidade de Brasília
, in XIV Congresso Brasileiro de Ensino Superior a Distância
, 2017
. Tags:
Active Learning,
Education
.
The usage of software has grown as computers become popular. There have emerged, both in academia and in the market, technological solutions for several areas, among them education. On the other hand, classroom teaching and learning continues to suffer from classical educational problems such as lack of student and teacher motivation and lack of clear educational goals. And although software supports learning across a range of disciplines and ages, childrens audiences, especially in mathematics, have been little contemplated with the benefits that technological solutions can bring. Therefore, the use of pedagogical approaches, such as Blooms Taxonomy and Formative Assessments, together with gamification techniques, such as Octalysis, can be used to develop a technological solution that contemplates this public. The present work aims to design and develop software to assist the teaching and learning of mathematics for children in the classroom. Among the results obtained are the design of gamification in Octalysis, the types of questions and pedagogical approach to be used, besides the software itself in operation.
FREITAS, S. A. A.,SILVA, RITA DE CASSIA,LUCENA, TIAGO FRANKLIN R.,RIBEIRO, EDUARDO DO N.,LIMA, VICTOR COTRIM DE,SILVA, RODRIGO M. S. DA,
Smart Quizzes in the Engineering Education
, in 2016 49th Hawaii International Conference on System Sciences (HICSS)
, 2016
. DOI: 10.1109/HICSS.2016.17
. Tags:
Artificial Intelligence,
Education
.
FREITAS, S. A. A.,SILVA, WANDER C. M. P.,MARSICANO, GEORGE,
Using an Active Learning Environment to Increase Students' Engagement
, in 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET)
, 2016
. DOI: 10.1109/CSEET.2016.24
. Tags:
Active Learning
.
MARSICANO, GEORGE,MENDES, FABIANA FREITAS,FERNANDES, MAURICIO VIDOTTI,FREITAS, S. A. A.,
An Integrated Approach to the Requirements Engineering and Process Modelling Teaching
, in 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET)
, 2016
. DOI: 10.1109/CSEET.2016.23
. Tags:
Active Learning,
Requirements Engineering
.
The goal of this work is to design and implement a system for analyzing learning indicator metrics related to the Learning for the Third Millennium (A3M) program. The system serves as the gateway for all users wishing to utilize these indicator metrics. It is important to note that this is a web system. The development of this system involved a literature review on software engineering concepts, particularly development methodologies, as well as the execution of activities for requirements elicitation, development, and prioritization, along with the modeling of needs for the system's development. In the first phase, the planning of all actions necessary for the SAMI project was carried out, especially modeling, prototyping, and prioritizing requirements. With this data collected, it was possible to move to the next phase, which is implementation and testing.
The use of software has been increasingly popular in society, including in virtual learning environments. As technology advances, pedagogical methods have evolved, giving rise to new approaches aimed at leveraging these advancements to enhance teaching and learning processes. This study introduces the adaptation of a virtual learning environment for teaching algorithms, employing Gamification techniques as proposed by Yu-kai Chou, in conjunction with the educational strategies developed by Salman Khan. The virtual learning environment Moodle was used to structure a fully gamified course on algorithms, supported by the software Funifier and Scratch. The online course, lasting one month, is structured into weekly tasks that cover the basic concepts of computational algorithms, incorporating established gamification elements such as points, badges, and leaderboards, aiming to effectively engage and motivate students.
Júlia Farias Sousa,
Analysis of Students Perceptions on the Use of Distance Learning in the Software Engineering Course, FGA/UnB
. Bachelor of Software Engineering - University of Brasília (Brazil), 2023
Advisor(s):
George Marsicano
. Tags:
Education,
Software Engineering
.
Fundamentals of Computer Architecture, Gamified as “Knowledge Battle”: The course restructured as “Knowledge Battle”, a gamified educational experience. This innovative format, based on the concepts of McGonigal and the Octalysis framework, transforms the classroom into an interactive learning space. Students participate in knowledge duels, answering questions about topics from the discipline, and earn “coins” based on the quality of their responses. The contents are previously available through the textbooks adopted in the discipline, encouraging prior study. Gamification proved effective in increasing student engagement and enjoyment in the learning process. 2015. Author: Sergio Freitas. Resources available: Standardized forms for monitoring duels and spreadsheets for identifying similar performance profiles. Start: 2015, concluded in 2017.
