Adoção do Scratch para auxiliar no aprendizado de laço de repetição no pensamento computacional

Abstract

Information technologies have become increasingly present in everyday society, making it necessary to train professionals capable of developing software to meet this demand. Within this context, a challenge emerges: identifying alternatives to support the learning of computational thinking for students who are beginning in the field. In light of this scenario, the objective of this work is to identify an alternative capable of assisting teachers in the construction of learning objects to support students in understanding computational thinking concepts related to loops. In this study, an educational game was developed on the Scratch platform to support the learning of loop concepts, an essential element for the logical development of beginner programming students. The aim is to make learning more didactic and accessible through interactive activities. The game was built using Scratch repetition blocks, organized into challenges in which students must correctly apply structures such as repeat and forever in order to progress through the levels. The development process included the definition of pedagogical requirements, the creation of scenarios, and the programming of game mechanics. After implementation, an experiment was conducted with Computer Science students to evaluate the effectiveness of the game and the participants’ perceptions regarding learning. The proposed solution offers teachers a practical tool to reinforce the teaching of logic and repetition, allowing students to experiment with and visualize the execution of blocks. From a theoretical perspective, this work contributes to the use of active methodologies in programming education. From a social perspective, it encourages greater student engagement and motivation, facilitating access to complex content in a playful manner. The game translates the concept of loops into an intuitive visual environment, challenging students to apply repetition blocks to solve problems. Additionally, this work presents a framework that can be reused or adapted by teachers interested in introducing interactive practices in programming education.