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- Narrative-driven immersion and students perceptions in an online software programming coursePublication . Fontes, Mario Madureira; Pedrosa, Daniela; Araújo, Tânia; Morais, Ceres Germanna Braga; Costa, Aline; Cravino, José; Morgado, LeonelLearning software programming is challenging for software engineering students. In this paper, students’ engagement in learning software engineering programming is considered under the SimProgramming approach using the OC2-RD2 narrative technique to create an immersive learning context. The objectives of this paper are twofold: presenting a narrative-driven immersive learning approach to introduce software engineering concepts and coding techniques to online undergraduate students; and analyzing the students’ feedback on this approach. Thematic analysis of the metacognitive tasks was performed on the students’ fortnightly reflections about their learning progress. Content analysis was based on interest categories, students’ perceptions, metacognitive challenges, narratives, examples and aspects to be kept or to be improved. Data from the content analysis were organized into categories, subcategories, indicators, and recording units and their categorization was peer-reviewed. The narratives were considered by the students as interesting, appealing, akin to professional reality and promoting interaction. Most students thought the approach was helpful for learning software programming.
- Metacognitive challenges to support self-reflection of students in online software engineering educationPublication . Pedrosa, Daniela; Fontes, Mario Madureira; Araújo, Tânia; Morais, Ceres Germanna Braga; Bettencourt, Teresa; Pestana, Pedro Duarte; Morgado, Leonel; Cravino, JoséSoftware engineering education requires students to develop technical knowledge and advanced cognitive and behavioral skills, particularly in the transition from novice to proficient. In distance learning, the hurdles are greater because students require greater autonomy, adopting strategies of self and co-regulation of learning. Facing these challenges, the SimProgramming approach has been transposed into the context of DL: e-SimProgramming. In the second iteration of e-SimProgramming implementation (2019/2020), one adaptation was inclusion of metacognitive challenges (MC) to promote students’ self-reflection on their learning process. We explain the design of the two types of implemented MCs. We provide qualitative and quantitative analysis of: 1) evolution of MCs submission throughout the semester, identifying regularity and completion within deadlines and their relationship to student success; 2) students’ perceptions of MCs. Results show a positive correlation between high MC submission and student success, greater interest and involvement of students in type 2 MCs and positive perceptions of students about MCs.