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Learning about Programming and Epistemic Emotions: A Gendered Analysis

  • Grass, Beatriz Eugenia [1] ; Coto, Mayela [2] ; Collazos-Ordoñez, César Alberto [3] ; Paderewski, Patricia [4]
    1. [1] Universidad de San Buenaventura, Bogota

      Universidad de San Buenaventura, Bogota

      Colombia

    2. [2] Universidad Nacional de Costa Rica

      Universidad Nacional de Costa Rica

      Heredia, Costa Rica

    3. [3] Universidad del Cauca

      Universidad del Cauca

      Colombia

    4. [4] Universidad de Granada

      Universidad de Granada

      Granada, España

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  • Localización: Revista Facultad de Ingeniería, ISSN-e 2357-5328, ISSN 0121-1129, Vol. 29, Nº. 54, 2020
  • Idioma: inglés
  • DOI: 10.19053/01211129.v29.n54.2020.12034
  • Títulos paralelos:
    • Aprendizaje de la programación y emociones epistémicas: un análisis con perspectiva de género
  • Enlaces
  • Resumen
    • español

      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.

    • English

      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.

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