A multimodal approach to identifying affective states in Computational Thinking practices

Autores

  • Anderson Silva Gusmão DED/UFRPE
  • Rozelma Soares de França DED/UFRPE
  • Rodrigo Lins Rodrigues DED/UFRPE

DOI:

https://doi.org/10.22456/1679-1916.134354

Palavras-chave:

Assessment of Computational Thinking, Affective States, Multimodal, Plugged Computing

Resumo

Computational thinking (CT) presents a common challenge: the limitations of assessment instruments. This article seeks to discuss how the multimodal approach (through the identification of students' affective states) can contribute to the assessment of the development of CT skills. As a method, it is considered the experiment of activities in pairs, with the participation of 40 high school students, analyzed in the tactic of plugged computing. During data collection, the following instruments were used: pre-test and post-test, video capture and open questionnaire. We separated into groups of “Have Gained” and “No Gained” for better characterization of affective states through the EZ-MMLA Toolkit tool, which results in student engagement in carrying out activities. Therefore, this study is a subsidy for evaluation frameworks in future work.

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Publicado

2023-07-31

Como Citar

GUSMÃO, A. S.; FRANÇA, R. S. de; RODRIGUES, R. L. A multimodal approach to identifying affective states in Computational Thinking practices. Revista Novas Tecnologias na Educação, Porto Alegre, v. 21, n. 1, p. 261–270, 2023. DOI: 10.22456/1679-1916.134354. Disponível em: https://seer.ufrgs.br/index.php/renote/article/view/134354. Acesso em: 1 mar. 2024.

Edição

Seção

Mineração de dados educacionais