Learning about Programming and Epistemic Emotions: A Gendered Analysis
Programming courses often turn into courses with high percentage of desertion and, sometimes, result in a factor that drives students to abandon their careers, even when they are subjects highly relevant in the training of engineers in the areas of computer science, IT, and related careers. These co...
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12034 |
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| author | Grass, Beatriz Eugenia Coto, Mayela Collazos-Ordoñez, César Alberto Paderewski, Patricia |
| author_facet | Grass, Beatriz Eugenia Coto, Mayela Collazos-Ordoñez, César Alberto Paderewski, Patricia |
| author_sort | Grass, Beatriz Eugenia |
| collection | OJS |
| description | Programming courses often turn into courses with high percentage of desertion and, sometimes, result in a factor that drives students to abandon their careers, even when they are subjects highly relevant in the training of engineers in the areas of computer science, IT, and related careers. These courses demand high cognitive processes, which generate several emotions learning-related that, when taken into account and evaluated, could be used in favor of learning. Programming courses generate negative emotions in female students in a higher proportion than men, which may even lead them to abandon the career, widening the gender gap. In recent years, there has been a growing interest in the role of emotions in academic environments at university level, as well as for knowing the reason for the low participation of women, despite the importance of their role and skills, in computing areas. However, the interest in analyzing the emotions that emerge from students as they learn to program is quite recent. There is not an important number of studies around the emotions of women while they learn to program. The objective of this study is to analyze the behavior -at an emotional level- of students towards different teaching activities, establishing gender level comparisons, and considering the incorporation of elements of collaboration and gamification to identify differences in the emotions originated by these activities. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12034 |
| institution | Revista Facultad de Ingeniería |
| language | eng spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-120342021-07-13T02:22:33Z Learning about Programming and Epistemic Emotions: A Gendered Analysis Aprendizaje de la programación y emociones epistémicas: un análisis con perspectiva de género Grass, Beatriz Eugenia Coto, Mayela Collazos-Ordoñez, César Alberto Paderewski, Patricia academic emotions CS1 emotions epistemic emotions programming CS1 emociones emociones académicas emociones epistémicas programación Programming courses often turn into courses with high percentage of desertion and, sometimes, result in a factor that drives students to abandon their careers, even when they are subjects highly relevant in the training of engineers in the areas of computer science, IT, and related careers. These courses demand high cognitive processes, which generate several emotions learning-related that, when taken into account and evaluated, could be used in favor of learning. Programming courses generate negative emotions in female students in a higher proportion than men, which may even lead them to abandon the career, widening the gender gap. In recent years, there has been a growing interest in the role of emotions in academic environments at university level, as well as for knowing the reason for the low participation of women, despite the importance of their role and skills, in computing areas. However, the interest in analyzing the emotions that emerge from students as they learn to program is quite recent. There is not an important number of studies around the emotions of women while they learn to program. The objective of this study is to analyze the behavior -at an emotional level- of students towards different teaching activities, establishing gender level comparisons, and considering the incorporation of elements of collaboration and gamification to identify differences in the emotions originated by these activities. Los cursos de programación se convierten, de manera recurrente, en cursos de alto porcentaje de deserción y, en ocasiones, resultan en un factor que impulsa a los estudiantes a abandonar sus carreras, aun cuando son materias de alta relevancia en la formación de ingenieros en áreas de computación, informática y carreras afines. Estos cursos son, por naturaleza, demandantes de altos procesos cognitivos, por esta razón, generan una variedad de emociones que, tenidas en cuenta y evaluadas, podrían usarse a favor del aprendizaje. Los cursos de programación generan emociones negativas en mayor proporción en estudiantes mujeres que en hombres, incluso, las conducen a abandonar la carrera, lo que hace más amplia la brecha de género. En los últimos años, ha habido un creciente interés en el papel de las emociones en los entornos académicos a nivel universitario; además, se busca conocer la razón de la baja participación de las mujeres (a pesar de la importancia de su rol y habilidades) en áreas de computación. Sin embargo, el interés en analizar las emociones que emergen de los estudiantes mientras aprenden a programar es bastante reciente. No se cuenta con un número importante de estudios respecto a las emociones de las mujeres mientras aprenden a programar. El objetivo de este estudio es analizar el comportamiento -a nivel emocional- de los estudiantes, a partir de diferentes actividades de enseñanza, estableciendo comparaciones a nivel de género, y considerando la incorporación de elementos de colaboración y gamificación para encontrar diferencias en las emociones generadas por estas actividades. Universidad Pedagógica y Tecnológica de Colombia 2020-11-04 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf application/xml https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12034 10.19053/01211129.v29.n54.2020.12034 Revista Facultad de Ingeniería; Vol. 29 No. 54 (2020): Continuos Publication; e12034 Revista Facultad de Ingeniería; Vol. 29 Núm. 54 (2020): Publicación Continua; e12034 2357-5328 0121-1129 eng spa https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12034/9843 https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12034/9844 https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12034/10021 Copyright (c) 2019 Beatriz-Eugenia Grass; Mayela Coto; César-Alberto Collazos-Ordoñez; Patricia Paderewski |
| spellingShingle | academic emotions CS1 emotions epistemic emotions programming CS1 emociones emociones académicas emociones epistémicas programación Grass, Beatriz Eugenia Coto, Mayela Collazos-Ordoñez, César Alberto Paderewski, Patricia Learning about Programming and Epistemic Emotions: A Gendered Analysis |
| title | Learning about Programming and Epistemic Emotions: A Gendered Analysis |
| title_alt | Aprendizaje de la programación y emociones epistémicas: un análisis con perspectiva de género |
| title_full | Learning about Programming and Epistemic Emotions: A Gendered Analysis |
| title_fullStr | Learning about Programming and Epistemic Emotions: A Gendered Analysis |
| title_full_unstemmed | Learning about Programming and Epistemic Emotions: A Gendered Analysis |
| title_short | Learning about Programming and Epistemic Emotions: A Gendered Analysis |
| title_sort | learning about programming and epistemic emotions a gendered analysis |
| topic | academic emotions CS1 emotions epistemic emotions programming CS1 emociones emociones académicas emociones epistémicas programación |
| topic_facet | academic emotions CS1 emotions epistemic emotions programming CS1 emociones emociones académicas emociones epistémicas programación |
| url | https://revistas.uptc.edu.co/index.php/ingenieria/article/view/12034 |
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