Considerando a motivação dos estudantes em experiências de ensino-aprendizagem de computação

Abstract

Several papers on programming learning investigate learning difficulties, measure learned skills, or present new teaching approaches, but little is investigated on student motivation to acquire these skills or how they face difficulties in these approaches. Motivation is hard to investigate because it is abstract and particular to each student, since each person has different goals when learning. On the other hand, several theories and models can be used to design and evaluate learning experiences from the point of view of motivation. One of these is the ARCS Model, which includes sets of strategies to increase the motivational appeal of instruction. Validated ARCS-based assessment tools can be used in a wide variety of courses. In this work, we present concepts and reflections on motivation, especially on the ARCS model and its theoretical bases. We illustrate the use of these concepts and models from our previous work. We seek to encourage the community to consider motivation in the design and evaluation of the teaching-learning process in computing.