ABSTRACT
This Research to Practice Full Paper presents that the use of gamified approaches in education has become increasingly common in classrooms. Aspects related to the motivation and engagement of students with a focus on learning are a constant challenge for professors, who use methodologies and tools to make the classroom a space for fun and learning. In addition, the use of tools and techniques to motivate and present more attractiveness in teaching is a constant challenge for professors. In an increasingly connected society, not using technology in the classroom is not an option. Allied to this approach through the use of gamification, the tools that support this process are highlighted, especially Kahoot!, a tool to encourage learning, is one of the main tools used by professors and students to support the teaching-learning process. The market for this application already has 24 million users. Considering the COVID-19 pandemic scenario, declared in Brazil in March 2020, and the need to continue teaching activities, the main alternative for Educational Institutions to maintain their academic activities was the change to a remote emergency teaching format. Given this scenario, this work aims to present a comparative study on the use of Kahoot! in two subjects of the Information Systems course at Federal University of the South and Southeast of Pará, in Brazil, in both classroom and remote teaching modalities. The motivation for carrying out the study was due to the need to understand and evaluate the use of the tool in the remote context, due to the COVID-19 pandemic, and to compare it with the face-to-face format. As a result, the acceptance of 83.3% in face-to-face teaching and 58.8% in remote teaching was obtained for the use of the tool, in addition to the best performance in the Kahoot! in face-to-face teaching in relation to remote teaching, with the general average of correct answers of 62.81% and 47.56% for classroom teaching and remote teaching, respectively. So, this paper presents: (i) the theoretical foundation of this work, (ii) some works related to the research object, (iii) the research methodology for the development of the work, (iv) the structuring of Kahoot!'s application in classes, (v) the results of applying Kahoot! in classes and the discussion of the main results of this work. © 2022 IEEE.
ABSTRACT
This Research Full Paper presents an analysis of the perception of research professors of Software Engineering on the use and difficulties in the context of developing classrooms with teaching strategies using active methodologies remotely. In recent years, due to the Covid-19 pandemic, professors have been facing several challenges to keep students engaged, motivated and learning. The active teaching methodologies that have been collaborating in recent years in the teaching and learning process of students, needed to adapt to the remote teaching class scenario that was implemented in several universities. This research measured the point of view of four professors, who are also researchers in computing education, about how their classes behaved in the last two years of the Software Testing subject in a graduate program at a Brazilian federal university. So that computing students have a way to obtain knowledge in a more practical way so that there is a decrease in the difficulty of students adapting to the job market. Professors are increasingly adopting active methodologies, group work and practical teaching approaches in order for students to acquire skills that will be decisive for their professional future. In view of the existing pandemic scenario and the need to adapt teaching plans for remote teaching, this paper sought to identify the perceptions that professors had, whether in the difficulties of adapting activities, adapting teaching plans to difficulties in keeping students attentive and motivated in the content that was being passed on. The objective of this work is to identify and discuss professors' perceptions about the use of active teaching methodologies using remote teaching in a software testing subject of a graduate class at a Brazilian federal university. It was also analyzed how the professors dealt with the issue of student motivation and engagement at that time. An analysis of the teaching plan of the software testing subject of the last two years of the graduate program in computing at a Brazilian federal university was carried out and each of the methodologies with the perception of the professors who participated in these subjects. The collection of these data was carried out by means of an interview with the four professors, the feedback from the students of the classes on each of the adopted methodologies was also analyzed and a triangulation of the data obtained was performed. The results indicate that there were great difficulties in adapting active methodologies from the point of view of the professors, however most of these challenges were overcome in the their views. It was also pointed out that certain methodologies and practices work better if the learning is done in an evolutionary way and that takes into account the students' previous knowledge about contents, tools and practices that the professors want to use. Thus, this paper aims to present an overview of professors' perspectives on the teaching of a computing subject that needs practical approaches using active methodologies in an emergency situation of remote teaching. © 2022 IEEE.
ABSTRACT
This Research to Practice Full Paper presents the results obtained in an implementation of a flipped classroom, taught remotely synchronously in a subject of software testing in a graduate class. Due to the maintenance of the COVID-19 pandemic in the year 2021 due to the emergence of some variants, some universities around the world, especially in countries with a still high transmission rate, decided to continue with remote classes in this academic period. In this context, Software Testing is an important topic of knowledge derived from Software Engineering and has been gaining prominence in development companies in recent years, however it is a subject that needs a more practical and dynamic way of learning to obtain skills and competences. by the students. In order to promote a good teaching and learning process, more and more teachers and professors have been taking greater care in the selection of teaching strategies to help build the knowledge of their students, one of these strategies is the flipped classroom, in which the student internalizes the contents pointed out before a class and then, together with the class, a discussion is held about the knowledge acquired with the help and guidance of the teacher / professor. However, this knowledge transfer process has some extra difficulties with content that are more easily taught in a practical and face-to-face manner. Assuming, this work presents how the authors got around these difficulties and what the students present in a graduate class in a Software Testing subject thought of the adopted teaching strategy. To present an experience report of the use of the flipped classroom strategy in a software testing subject in a graduate computer science class. In parallel also, analyze the motivation and engagement of students in this learning scenario of the strategy in remote teaching. For this subject, a specific curriculum was selected for the teaching of software testing that takes into account the academic competences of the Brazilian Ministry of Education - MEC. Both the learning of the content were evaluated, taking into account the evaluations that were used in the flipped classroom with other teaching strategies in two other previous classes, the feedback given by the students about the subject and specifically about this teaching strategy was also considered, which was obtained via a structured questionnaire answered anonymously by each of the students participating in the course. The results indicate that there was an increase in the students' grade compared to evaluations of the same subject in the two previous years. However, the most important result was the feedback given by the students in the perception questionnaire of each teaching strategy adopted in the subject, considering that there was an excellent acceptance according to the participants. This paper mainly aims to help teachers / professors and researchers of active teaching methodologies in the perspective of knowledge construction in remote teaching using the flipped classroom as a support strategy. © 2022 IEEE.