Identificação das habilidades de pensamento computacional diante dos estados emocionais sob a abordagem de multimodal learning analytics

Abstract

Due to some researches about Computational Thinking in educational contexts, there is a new scenery after the Normas de Computação na Educação Básica (Computing Standards on Basic Education) approval. However, I found some limitations for its implementation in the classroom in an effective way, and some of them are: lack of subsidies, specific methods, approaches, lack of technological devices and instruments for Computational Thinking evaluation. By means of these gaps, the research presents an approach of learning during the evaluative process, which intends to support the associated data capture before the teaching contexts: unplugged, with the execution of totally offline activities; plugged by means of an online tool, on the platform Scratch; and plugged alongside of Robotics, with the use of Scratch intertwined with the robotic artifact FRANZMakey, by the view of the cognitive levels: use, modify and create; by means of the Parecer Consubstanciado pela Comissão de Ética e Pesquisa (Report Embodied by the Ethics and Research Committee). The project is aimed at high school institutions. For the study development I conducted 20 workshops, with 2 (two) students per workshop, with a participation of 40 students in total; following the setting of the experiment, at the first and last moments, the pre and posttest were managed; where three subjects were explained: sequence, repetition and conditional. That way, we answer the following question: How can Multimodal Learning Analytics by means of the emocional states contribute to the development of computational abilities from thinking evaluation? I conducted the data capture and analyzed it aiming to answer the question settled on this investigation. I used the student’s profile, videos and audio recordings, an openended questionnaire, the EZ MMLA platform for the processing of the captured videos, aside from the evaluative cards for moments. In the analysis, I split into groups of “There Was Gain” and “There Was No Gain”, with the intent to identify possible differences statistically significant between the many contexts and approaches for the research potentiation; I demonstrated, in front of the computation scenes, instruments that support the evaluation of Computational Thinking. Therefore, this dissertation presents subsidies for evaluation frameworks at future works that relate to 04 (four) Computational Thinking abilities: abstraction, decomposition, recognition of patterns and algorithm with Multimodal Learning Analytics, apart from the capture and identification of the emotional states per student in the execution of activities in the teaching tactics.