Análise das emoções e valor do curso para a caracterização de estudantes em cursos de Introdução à Programação com uso de juiz online

Abstract

In traditional educational settings, such as in-person classrooms, students’ emotions significantly influence their cognitive development. Also, teachers can establish personal connections and discern these emotions through body language. Furthermore, the value students attribute to a course affects their dedication and willingness to overcome challenges. However, in virtual environments, reduced interaction with teachers complicates the teaching process. Consequently, the lack of emotional support and direct guidance can impede students’ learning. This study investigates the influence of emotions and perceived course value on the performance of 269 students in introductory programming courses at the Federal University of Amazonas between 2021 and 2023, using the online code correction system CodeBench. To achieve this, self-assessment questionnaires were designed to capture students’ emotions and perceived course value, which were administered throughout each activity. Given this, the mixed linear regression method was employed to identify correlations in the obtained data. The results indicate that reporting positive emotions in the questionnaires can lead to an increase of up to 0.86 points in the final test score, while reporting negative emotions can decrease the score by 1.49 points. Additionally, students who assign high value to the course demonstrated a correlation of 0.84 with positive academic performance.