Dificuldades no aprendizado de programação: Um exame baseado em mapeamento sistemático da literatura e interpretação analítico-comportamental.
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| Title: | Dificuldades no aprendizado de programação: Um exame baseado em mapeamento sistemático da literatura e interpretação analítico-comportamental. (Portuguese) |
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| Alternate Title: | Difficulties in Learning Programming: An Examination Based on a Systematic Literature Mapping and a Behavioral-Analytical Interpretation. (English) Dificultades en el Aprendizaje de la Programación: Un Examen Basado en un Mapeo Sistemático de la Literatura y una Interpretación Analítico-Conductual. (Spanish) |
| Authors: | Oliveira Henklain, Marcelo H., de Carvalho, Leandro Silva Galvão, Feitosa, Eduardo Luzeiro |
| Source: | Revista Brasileira de Informática na Educação; 2025, Vol. 33, p1484-1521, 38p |
| Subject Terms: | COMPUTER programming education, COMPUTER programming, CONTEXTUAL learning, PROBLEM solving, LEARNING disabilities, PERSONALITY, BEHAVIORAL assessment |
| Abstract (English): | Learning to program is a demand for many 21st-century citizens. However, difficulties in this learning process persist, challenging educators. To help mitigate this problem, we defined two objectives for this study: (1) To identify students’ difficulties in the initial learning of programming based on a systematic literature mapping (SLM); and (2) To propose variables, based on behavioral-analytical psychological theory and open to future research, associated with these difficulties. For the SLM, we defined a search string that was applied in three databases: Web of Science, ACM Digital Library, and IEEE Xplore. We found 503 studies. After applying inclusion and exclusion criteria, 11 remained. Only four researchers had more than one publication. These studies are concentrated in the last decade and are typically published in journals, are empirical in nature, and identify programming difficulties based on the perceptions of students or teachers, with emphasis on language features and programming concepts, as well as behaviors such as problem-solving, reading and interpreting code, and identifying sources of errors. For the second objective, we considered that behavioral-analytical theory interprets psychological phenomena as behaviors and analyzes them as a system of interactions between the antecedent environment, the person’s actions, and the consequent environment. Thus, based on the SLM results and on our experience, we proposed 9 variables related to the antecedent environment that are difficult for us to discriminate and, therefore, contribute to difficulties in programming, as well as 9 variables related to the consequent environment, associated with the teaching context, that may make the learning process less effective. We also highlight some behavioral repertoires that are important to develop for success in programming tasks. With this work, we hope to foster behavior-analytic studies aimed at understanding and addressing difficulties in learning programming. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Aprender a programar es una demanda para muchos ciudadanos del siglo XXI. Sin embargo, las dificultades en este aprendizaje persisten, desafiando educadores. Para colaborar en la mitigación de este problema, definimos dos objetivos: (1) Identificar dificultades de los estudiantes en el aprendizaje inicial de programación a partir de un mapeo sistemático de la literatura (MSL); y (2) Proponer variables, basadas en la teoría psicológica analíticoconductual y susceptibles de ser investigadas en futuras investigaciones, asociadas a estas dificultades. Para el MSL, definimos una cadena de búsqueda aplicada en tres bases de datos: Web of Science, ACM Digital Library e IEEE Xplore. Encontramos 503 estudios. Tras aplicar los criterios de inclusión y exclusión, quedaron 11. Solo cuatro investigadores presentaron más de una publicación. Estos estudios se concentran en la última década y son, típicamente, publicados en revistas, tienen naturaleza empírica e identifican dificultades en programación a partir de la percepción de estudiantes o profesores, destacando características del lenguaje y conceptos de programación, así como comportamientos como resolver problemas, leer e interpretar código e identificar la fuente de errores. Para el segundo objetivo, consideramos que la teoría analítico-conductual interpreta los fenómenos psicológicos como comportamientos y los analiza como un sistema de interacciones entre el ambiente antecedente, las acciones de la persona y el ambiente consecuente. Así, a partir de los resultados del MSL y en nuestra experiencia, propusimos 9 variables relativas al ambiente antecedente que son difíciles de discriminar y favorecen dificultades en programación, así como 9 relativas al ambiente consecuente, relacionadas con el contexto de enseñanza, que pueden hacer que el proceso de aprendizaje sea menos efectivo. También destacamos algunos repertorios conductuales importantes de desarrollar para tener éxito en tareas de programación. Esperamos que este trabajo fomente estudios de base analítico-conductual que busquen comprender e intervenir en las dificultades del aprendizaje de la programación. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Aprender a programar é uma demanda para muitos cidadãos do século XXI. Contudo, dificuldades nesse aprendizado persistem desafiando educadores. Para colaborar com a mitigação desse problema, definimos dois objetivos para este estudo: (1) Identificar dificuldades de alunos no aprendizado inicial de programação a partir de um mapeamento sistemático da literatura (MSL); e (2) Propor variáveis, baseadas na teoria psicológica analíticocomportamental e passíveis de investigação por pesquisas futuras, associadas a essas dificuldades. Para o MSL, definimos uma string de busca que foi aplicada em três bases de dados, Web of Science, ACM Digital Library e IEEE Xplore. Encontramos 503 estudos. Após a aplicação dos critérios de inclusão e exclusão, restaram 11. Apenas quatro pesquisadores apresentaram mais de uma publicação. Esses estudos se concentram na última década e são, tipicamente, publicados em periódicos, têm natureza empírica e identificam dificuldades em programação a partir da percepção de estudantes ou professores, com destaque para características da linguagem e conceitos de programação, bem como comportamentos como resolver problemas, ler e interpretar código e identificar fonte de erros. Para o segundo objetivo, consideramos que a teoria analítico-comportamental interpreta fenômenos psicológicos como comportamentos e os analisa como sistema de interações entre ambiente antecedente, ações da pessoa e ambiente consequente. Assim, a partir dos resultados do MSL e da experiência dos autores, propusemos 9 variáveis relativas ao ambiente antecedente que são difíceis de aprendermos a discriminar e, por isso, favorecem dificuldades em programação, bem como 9 relativas ao ambiente consequente, relacionados ao contexto de ensino, que podem tornar o processo de aprendizado menos efetivo. Destacamos, ainda, alguns repertórios comportamentais importantes de desenvolver para o sucesso em tarefas de programação. Esperamos com este trabalho fomentar estudos de base analítico-comportamental que busquem compreender e intervir sobre dificuldades no aprendizado de programação. [ABSTRACT FROM AUTHOR] |
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| Database: | Complementary Index |
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Nájsť tento článok vo Web of Science | Abstract: | Learning to program is a demand for many 21st-century citizens. However, difficulties in this learning process persist, challenging educators. To help mitigate this problem, we defined two objectives for this study: (1) To identify students’ difficulties in the initial learning of programming based on a systematic literature mapping (SLM); and (2) To propose variables, based on behavioral-analytical psychological theory and open to future research, associated with these difficulties. For the SLM, we defined a search string that was applied in three databases: Web of Science, ACM Digital Library, and IEEE Xplore. We found 503 studies. After applying inclusion and exclusion criteria, 11 remained. Only four researchers had more than one publication. These studies are concentrated in the last decade and are typically published in journals, are empirical in nature, and identify programming difficulties based on the perceptions of students or teachers, with emphasis on language features and programming concepts, as well as behaviors such as problem-solving, reading and interpreting code, and identifying sources of errors. For the second objective, we considered that behavioral-analytical theory interprets psychological phenomena as behaviors and analyzes them as a system of interactions between the antecedent environment, the person’s actions, and the consequent environment. Thus, based on the SLM results and on our experience, we proposed 9 variables related to the antecedent environment that are difficult for us to discriminate and, therefore, contribute to difficulties in programming, as well as 9 variables related to the consequent environment, associated with the teaching context, that may make the learning process less effective. We also highlight some behavioral repertoires that are important to develop for success in programming tasks. With this work, we hope to foster behavior-analytic studies aimed at understanding and addressing difficulties in learning programming. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14145685 |
| DOI: | 10.5753/rbie.2025.5272 |