Análise de Aprendizagem em MOOCs de Ensino de Programação:
um Mapeamento Sistemático da Literatura
DOI:
https://doi.org/10.22491/1982-1654.139863Keywords:
Análise de aprendizagem, MOOC, Ensino de Programação, Intervenções educacionaisAbstract
The expansion of MOOCs and the increasing demand for programming skills underline the need for effective teaching and learning methods. In this context, learning analytics (LA) stands out as a crucial tool to optimize education in programming. This article presents a systematic mapping of the literature, covering studies from 2011 to 2022, to explore the use of LA in programming MOOCs. It revealed a predominance of machine learning and data mining techniques, mainly used to predict performance and identify dropout risks. However, despite the widespread use of these tools by educators, there is a notable lack of analytical resources directly accessible to students. The study emphasizes the need to make these tools available to students to promote more autonomous and engaged learning, suggesting further research on proactive interventions to improve educational outcomes in programming.
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Published 2024-06-30
