Curso pensamento computacional: estudo de caso sobre uma experiênciadeintegração entre gamificação e design instrucional como estratégia motivacional

Abstract

The COVID-19 pandemic and the adoption of Emergency Remote Teaching prompted a rethinking of new strategies for creating online courses and educational environments. In this context, instructional design emerged as a key approach to structuring and sequencing content more effectively in online courses. When combined with gamification elements, the course design became more interactive and engaging, supporting student motivation and contributing meaningfully to the learning process. Within this framework, the present study examined an online course grounded theoretically and methodologically in instructional design and gamification as drivers of motivation, informed by Self‑Determination Theory and Cognitive Load Theory. The research adopted a case study design guided by an action‑research methodology. The object of study was the online course entitled "Pensamento Computacional: o pensar humanizado." Based on the analysis of the structure of the course offered to Class 1, the course was modified in the subsequent offering (Class 2) with the implementation of instructional design and gamification. Students aged between 9 and 14 were enrolled in Class 1 (n=50) and Class 2 (n=196). Most of the students (Class 1), in the course evaluation, reported liking the course structure and activities; few had difficulties performing programming tasks, and no major suggestions for course changes were made. In Class 2, the students also liked the course and the activities, but some had difficulties with the programming part. The teaching strategy proved to be engaging, as most students demonstrated both autonomous and controlled motivation, consistent with Self‑Determination Theory, while experiencing an efficiently managed cognitive load. Neuroscience and education contributed to this understanding by explaining how higher cognitive functions, such as attention, memory, and motivation, influence students' ability to process and assimilate the presented content. Only a small number of students reported difficulties in understanding the content or formulating contributions in discussion forums, suggesting that extraneous cognitive load was appropriately low. In the evaluation of the course by Class 2, the students agreed that the course helped in understanding the content despite the difficulties. Overall, the integration of instructional design and gamification, supported by the principles of neuroscience, proved effective in promoting student motivation and improving content comprehension, despite the challenges faced. This approach represents a promising strategy for its application in teaching; therefore, further studies are needed to replicate the approach in new contexts, age groups, and educational segments.