Análise dos padrões comportamentais de estudantes de um MOOC sobre Iniciação à Programação para a plataforma Arduíno
DOI:
https://doi.org/10.24215/18509959.27.e4Palabras clave:
MOOC, Programming, Learning difficulties, Datamining, Behavior patterns, EngagementResumen
The difficulty to learn programming is is a topic that is strongly discussed in contexts of Computer courses, and there are several factors that act as barriers. Due to this concern, discussions on how to implement strategies to overcome this challenge have been presented, generating new actions that can help the programming learning. Thus, MOOCs have been presented as tools with the potential to support classroom teaching and to meet more specific demands of students who seek to learn programming online and autonomously. In this context, this research reports a case study of an introductory MOOC on Arduino programming, available on a Brazilian online course platform. Data mining techniques were employed aiming to find the behavioral patterns of 2031 students who participated in the course. The results showed similar numbers of actions among the participants; however two groups stand out among those who showed higher averages of engagement in the course: students over the age of 30, with higher education and who like the subject of the course; as well as younger high school students who love the course theme.
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Derechos de autor 2021 Napoliana Silva de Souza, Gabriela Trindade Perry
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