Gamiﬁcation of an Exercise Tool of a Virtual Learning Environment

Claudia Pimentel, Rafaela Pscheidt, Brayan Eduardo Rosa, Avanilde Kemczinski

and Isabela Gasparini

Universidade do Estado de Santa Catarina (UDESC), Santa Catarina, Brazil

avanilde.kemczinski@udesc.br, isabela.gasparini@udesc.br

Keywords:

Gamiﬁcation, Web Social, Inquiry based Learning.

Abstract:

Gamiﬁcation uses game design elements in non-playful contexts, such as educational environments, to achieve

motivation, interaction, and performance beneﬁts. This paper presents the gamiﬁcation of an exercise tool of a

Virtual Learning Environment to induce students to increase their participation through creating new questions

in the tool and answering the questions of their peers. The development of the gamiﬁcation process and the

experiment with students are detailed, and as result, we can ﬁnd gamiﬁcation can be an ally as a motivation

tool for students.

1 INTRODUCTION

The use of technology supports education in many as-

pects, such as the dissemination of teaching, the easy

search for teaching materials, or even distance learn-

ing. One of these technologies that are being increas-

ingly disseminated are the virtual learning environ-

ments, which have the characteristic of taking learn-

ing in an interactive way, such as multimedia classes

and learning materials repositories, it can remove bar-

riers in transmission of knowledge, allowing collabo-

ration between individuals, enabling the exchange of

experiences, making knowledge available to everyone

(Ashraf et al., 2009).

However, a problem that still persists is related

to the motivation and engagement of students (Atkin,

2012). In the traditional education system, students’

lack of motivation is the result of different aspects,

such as students’ difﬁculty in seeing the beneﬁts of

going to school, lack of conﬁdence, fear, fatigue, etc.

(Atkin, 2012). In virtual learning environments the

situation is no different, even with the mediation of

technology for more effective learning, students end

up facing some of the same problems they face in the

traditional education system.

Several initiatives have been analyzed to increase

motivation and the engagement of students. Among

them, gamiﬁcation is an approach that stands out, the

term gamiﬁcation originated in the digital media in-

dustry and can be generically deﬁned by the thought

process and game mechanics to engage users to solve

problems (Zichermann and Cunningham, 2011).

The area of education has been using gamiﬁcation

to motivate and engage students, and thus improve

their learning. According to Lee and Hammer (2011),

the use of gamiﬁcation can inﬂuence three major ar-

eas related to the student:

• Cognitive: The use of game techniques can

change students’ perspective on relation to learn-

ing;

• Emotional: In a game, or in a gamiﬁed environ-

ment, the player normally experience a large num-

ber of emotions, such as by example, curiosity,

pleasure, pride and optimism;

• Social: Through gamiﬁcation students can be rec-

ognized for its academic achievements, and the

system, with the possibility of online interaction

between students through gamiﬁcation techniques

result in a more social environment than the class-

room.

Another approach that can help the teaching and

learning process in virtual learning environments is

the social web, as it aims work on sociability as-

pects among users. The social web is in the classes

of applications that are web-based and allow inter-

action and sharing data among its users, in addition

to being technology that enable communication be-

tween groups of people (Machado and Tijiboy, 2005).

Thinking about the use of the social web as an ed-

ucational support tool, in the student’s view, it can

enhance the construction of autonomy and boost col-

Pimentel, C., Pscheidt, R., Rosa, B., Kemczinski, A. and Gasparini, I.

Gamiﬁcation of an Exercise Tool of a Virtual Learning Environment.

DOI: 10.5220/0011089300003182

In Proceedings of the 14th International Conference on Computer Supported Education (CSEDU 2022) - Volume 1, pages 397-404

ISBN: 978-989-758-562-3; ISSN: 2184-5026

397

laborative learning and paradigm shifts educational,

as collaborative technologies can create new ways of

interaction (Junior et al., 2012)

Bringing together concepts of social web and in-

quiry based learning, the research of (Pimentel et al.,

2021) developed the COEXA model, a model of ques-

tion that was applied in the AdaptWeb environment in

the form of a tool for creating exercises that are fed by

the students themselves, in order to increase the en-

gagement of students with the environment and also

assist in the process of teaching and learning.

This work improves the tool of the COEXA model

by means of the gamiﬁcation supported of the honey-

comb framework, which is a social web framework,

for assess student satisfaction when using the exercise

system. This paper is organized as follows: section 2

presents the concepts of this research, specially re-

lated to gamiﬁcation, inquiry based learning, and so-

cial web. Section 3 details the project. Section 4 ex-

plain the development of the tool. Section 5 presents

the experiment with students. Section 6 shows the re-

sults. Finally, section 7 presents the conclusions of

the paper.

2 CONCEPTS

This section presents the concepts used in this re-

search: Gamiﬁcation, Inquiry Based Learning and

Social Web.

2.1 Gamiﬁcation

Gamiﬁcation corresponds to the use of goal-oriented

game mechanisms to solve practical problems or

to awaken engagement among a speciﬁc audience

(Vianna et al., 2013). Gamiﬁcation is also deﬁned

as the use of game design elements in non-game re-

lated contexts (Deterding et al., 2011). The essential

concepts that justify the application of gamiﬁcation

are engagement, persuasion and motivation (Deterd-

ing et al., 2011).

Engagement is a persistent and rewarding state of

mind in which individuals voluntarily invest energy,

concentration, and dedication to accomplish tasks that

are linked to human work (Schaufeli and Bakker,

2004). Persuasion is the intentional effort to inﬂuence

the mental state of other individuals through commu-

nication, in situations where the persuaded have some

freedom of choice (O’Keefe, 2015). Motivation, on

the other hand, consists of a set of mechanisms bio-

logical and psychological whose objective is to guide

an individual to constantly perform certain behaviors

until a goal is reached (Lieury, 2000).

2.1.1 Gamiﬁcation Elements

The presence of certain elements can make games

more engaging and transforming them into experi-

ences in which the player feels the will to remain in-

volved, therefore, in terms of learning, when thinking

about gamiﬁcation, one seeks to produce engaging ex-

periences that keep players (students) focused to learn

something that positively impacts their performance

(Alves, 2015). Such elements can be divided accord-

ing to the Mechanics, Dynamics and Components

(MDC) model. In this model, Dynamics are managed

aspects that do not directly belong to the game, Me-

chanics are processes that stimulate action and player

engagement, and Components are speciﬁc instances

of one or more mechanics or dynamics (Werbach and

Hunter, 2012).

2.1.2 5W2H Framework

The 5W2H Framework is a generic and ﬂexible

framework to assist design and implementation of

gamiﬁcation in Virtual Learning Environments have

seven main dimensions (Klock, 2017):

• Who?: identify users who are part of the target

audience and what are the characteristics of these

individuals that interfere with gamiﬁcation.

• What?: aims to identify the behaviors that must

be performed by the target audience during the in-

teraction with the system in order to assist in the

learning process.

• Why?: identiﬁes the stimuli to be generated in the

audience target for them to perform the desired

behaviors in order to assist in the learning process.

• When?: identify the most appropriate situations

to encourage the target audience to perform the

desired behaviors.

• How?: aims to design gamiﬁcation so that it en-

courage the desired behaviors in the target audi-

ence in certain situations.

• Where?: after designing gamiﬁcation to stimulate

the desired behaviors in the target audience in cer-

tain situations, the process of implementing the

elements of games on the system.

• How Much?: the assessment of how much gamiﬁ-

cation in system was able to stimulate the desired

behaviors in the target audience in certain situa-

tions.

2.2 Inquiry based Learning

Considered a great innovation within the pedagogical

practices, Inquiry-Based Learning aims to make stu-

CSEDU 2022 - 14th International Conference on Computer Supported Education

398

dents active subjects of the teaching/learning process,

instigating them to assume an investigative role and

explore their real world. In performing this real-world

exploration, the students will ask questions about a

given topic, will collect data to be able to answer the

questions previously raised, and will ﬁnally test their

ﬁndings to conﬁrm their new understanding. Inquiry-

Based Learning involves the act of researching, evalu-

ating different viewpoints and situations, gaining new

knowledge through discoveries made during the pro-

cess, and walking a path from the simple to the more

complex (Mor

an, 2015). In the paper Short (2009),

proposes The Inquiry Cycle, which explains the steps

for the effectiveness of the process of Inquiry-Based

Learning. Figure 2 presents de Inquiry Cycle pro-

posed by Short (2009);

Figure 1: The Inquiry Cycle adapted from (Short, 2009).

The ﬁrst step is the connection, where the stu-

dent will connect the topic being worked on in class

with his/her life outside of school. The second step

is the invitation, where the teacher will need to look

for ways that will make the student want to participate

and engage in the established process to expand their

knowledge. The third step is the tension, where the

student will be provoked with all the questioning al-

ready done in the connection process to promote inter-

est and engagement of the students, instigating them

to investigate and make new discoveries. The fourth

step is the investigation, where the student assumes

the role of investigator and engages in research on the

topic, here the students will look for ways to solve

their questions and solve their doubts. The ﬁfth step is

the demonstration step, where the teacher comes into

action to assess means, develop strategies and look for

tools to help the student in the process. The teacher

will answer any questions that arise during this pro-

cess. The sixth step will be the re-vision phase, where

the students will re-measure the investigative process,

recalling all the questions and what their new dis-

coveries are. The seventh step is the representation,

where the student will gather all the materials, knowl-

edge and information that he/she obtained during the

process and will share it with the rest of the class-

mates. The eighth step is valorization, in this step

students will reﬂect on what the value of all their new

learning is. And ﬁnally, the ninth step will be action,

in this step students will think about what they will

do with their new discoveries and how they can take

their learning outside the classroom. It is important

to highlight that in all this process the student will be

an active subject of the teaching/learning process, the

goal of Inquiry-Based Learning is to make the stu-

dent the main center of the teaching and knowledge

construction process.

2.3 Social Web

Advances in the use of technology in education have

been placed on the potential of social software for

accessing information and knowledge, as well as the

ability to work and learn with others in creative global

collaboration, demanding a new ecology of learning

(Bragado, 2012).

Among the main features of the social web, we

can mention the need for a chain of users and con-

tent produced by them. The users interact, communi-

cate, create, share and organize content, demonstrat-

ing the ”strength of the collective”, the opportunities

and knowledge that can be generated by working to-

gether and by mass interaction (Baranauskas et al.,

2010).

In the research of Smith (2007), it was proposed

a framework that well exempliﬁes the features sought

in a social software called Honeycomb Framework.

2.3.1 Honeycomb Framework

In the (Smith, 2007) framework is composed of el-

ements that were identiﬁed by researchers and pro-

fessionals interested in the design and evaluation of

social software. Accordingly with its creators, social

software has a set of common elements that are com-

bined and implemented to produce distinct environ-

ments. The honeycomb framework has seven combs

that represent the functional aspects of a social soft-

ware, they are: identity, presence, relationship, repu-

tation, groups, conversation and sharing.

• Identity: something that uniquely represents that

user, and even at which point this user reveals his

identity within the system.

• Presence: refers to a user’s ability to know if oth-

ers users are available. This includes knowing

where other users

Gamiﬁcation of an Exercise Tool of a Virtual Learning Environment

399

• Relationship: refer to how people are connected

on a social platform. In some social software it

is possible to identify family members and make

notes about mutual friends among users.

• Reputation: it is understood as the users’ ability

to identify the position of others within a system.

For example, on social networks users can usually

like certain content and comment on it. A post

with lots of likes and comments tends to increase

the popularity and reputation of users.

• Groups: refer to the ability of users to form

communities and subcommunities. When users

of a social software like the same brand, sub-

ject, celebrity and among others, they form a so-

cial community, and interaction is very important

for creating user-generated content, because when

creating content, users can connect with others,

experience a sense of community and feel impor-

tant.

• Conversation: the honeycomb of the framework’s

conversation a level of communication on a social

web platform with other users which can also be

regularity of posts. One of the main implications

of this comb is the speed of the conversation and

the risks of initiating and joining one.

• Sharing: sharing refers to the sending and receiv-

ing of content between users of the same social

platform, such as photos, comments, news and

videos. In addition to “likes” and “comments”,

the metrics of a social software must comprise the

number of shares.

3 DESIGN

This work continues the research of (Pimentel et al.,

2021). In our research group we continue to discuss

proposals and improvements for the COEXA model

with the main objective of increasing user interaction

with the AdaptWeb exercise system.

Some premises were deﬁned so that it would be

possible to proceed with this research:

• Merge with current AdaptWeb gamiﬁcation: Var-

ious gamiﬁcation elements have been applied to

the environment, from experience points and re-

deemable points to badges and gifts. Obtain-

ing these elements consists of tasks performed by

the student within the environment. Because of

that, the proposed gamiﬁcation project of the ex-

ercise system based on the COEXA model should

neither overlap nor develop as a second gamiﬁ-

cation tool, but, it should coexist harmoniously

with what has already been implemented, making

the two projects into one gamiﬁcation design for

AdaptWeb.

• Focus on the reputation comb of social honey-

comb framework: after an analysis of popular ed-

ucational environments, it was noticed that most

of them focus on the reputation comb. It was also

noted that educational environments that are gam-

iﬁed often use points, levels, badges, rewards and

rankings to engage students, components that re-

late strongly to the reputation comb.

• Develop other combs of social honeycomb frame-

work: Although it was decided that the focus of

the research would be in the exploration of the

comb of reputation, in the long term the objective

is to reach all combs of the of social honeycomb

framework.

• Use strategies for continuous use of the system:

Keeping a student interested in maintaining daily

access is critical to the success of an exercise tool.

Then, a search for strategies that can contribute to

the student’s motivation to access AdaptWeb daily

was proposed.

To deﬁne which gamiﬁcation strategies will be ap-

plied in the environment, we must ﬁrst deﬁne what

behaviors are expected from students.

Figure 2: Desirable behaviors and the levels of importance.

Figure 2 shows what is expected from student

when taking a course using the exercise system. Stu-

dent access to the system is essential, and as the ini-

tially proposed objective was to encourage daily ac-

cess, its importance was deﬁned as “Very high”. An-

other behavior that was deﬁned as “Very High” was

the act of creating new exercises in the system. For

the ﬂow of the exercise system to work, there must

be exercises created, without that, there is nothing to

interact with. The resolution of exercises created by

other students also has a great impact on the system

and especially on learning. The process of reporting

issues that do not serve the learning purpose or that

have some structural error also deserves considerable

importance, as it requires the student to know the con-

tent to assess a possible error. Finally, the possible

social interactions in the exercises are also important

and characteristic of some combs from the Honey-

comb Framework, but they are not essential, so they

CSEDU 2022 - 14th International Conference on Computer Supported Education

400

are classiﬁed as “Average”.

With the game elements grounded in the MDC and

deﬁned for use in the project, it was possible to nu-

merically measure the rewards for desired behavior

based on their degree of importance to the AdaptWeb

exercise system. These metrics were deﬁned as fol-

lows:

• Experience points: served as the basis of gamiﬁ-

cation. It was used as a measure for the gradual

escalation of levels and as a unit of measure to

classify the positions in the ranking. It is impor-

tant to emphasize that the numbers were based on

the values previously deﬁned in the research by

(Klock, 2017);

• Redeemable points: Inserted in the research of

(Klock, 2017) in the form of coins, it is used to

buy consumer goods within the system. These

consumables range from being able to re-answer

a question the student missed or increasing expe-

rience points gained for a speciﬁed time.

The scoring deﬁnitions for each action performed

in the exercise system can be seen in Figure 3.

Figure 3: Punctuation deﬁnition.

If the student creates a question that is later

reported by another student, and excluded by the

teacher, the points obtained by creating the question

are removed. When a student reports a question which

is then deleted or edited by the teacher, this student

receives a bonus of 50 experience points.

Other gamiﬁcation approaches that were applied

in the system to increase student engagement were

Offensive Days and Badges.

• Offensive days: This is a strategy chosen to in-

crease student interest in accessing the environ-

ment on a daily basis during the course period.

This initiative works as follows: the experience

points received for creating new questions and for

answering questions created by other students are

multiplied by the number of offensive days the

student has.

• Badges: The badges are rewardful that the system

gives to the student when he fulﬁlls certain tasks

previously established.

Figure 4 show how students can get each badges

when an action is performed on the system in a certain

number of times, that is, the student has the possibility

of winning a different badges.

Figure 4: Badges challenges for the exercise system.

Twelve new badges were designed to the exer-

cise system. Seeking a strategy to make these badges

even more attractive and somewhat fun for the stu-

dents, it was decided to use memes in the reward im-

ages. In the research (Jablonka, 2012) is explained the

meaning of memes, as an improvement of emoticons,

they are born with the purpose of expressing emotions

in situations in which non-verbal means are lacking.

The memes initially from entertainment and humor is

increasingly being used in education. For teachers,

these internet expressions (memes) can be explored in

the classroom both as a didactic tool and for approach

students (Pavanelli-Zubler et al., 2017).

Regarding the loss of points in case of a reported

question, excluded by the professor, the badges also

have the same type of control. If a student receives

the medal for example from create ten new questions,

and one of these questions is deleted by the teacher,

the student loses the medal gained.

In the next section gamiﬁcation developed in the

exercise system is presented.

4 DEVELOPMENT

A strategy was used to always show on the user’s

screen the rewards he/she is receiving for each action

performed in the exercise system. This was done with

the intention of making gamiﬁcation more present,

and not letting it fall into oblivion by the students.

In Figure 5, the student has just answered correctly a

question created by another student, it is also noticed

that the system sends a message together of incen-

tive for the student to continue using the features of

the environment. When the student earn a badge af-

ter completing a challenge, he/she is also notiﬁed, as

shown in Figure 6.

Figure 5: Question correctly answered by the student (sys-

tem message in portuguese).

Gamiﬁcation of an Exercise Tool of a Virtual Learning Environment

401

Figure 6: Student just earned a new badge (system message

in portuguese).

Offensive days also appear in student interactions

with the exercise system, in addition to showing how

many days the student has been on the offensive. The

message shows by how much your points are being

multiplied, and the total points obtained with this mul-

tiplication performed.

Figure 7: Exercise system badges achieved.

Badges only appear in color, like in the Figure 7,

when the student has already earned it. Otherwise,

the student can only view the outline of each badge,

as if it were a sticker album. This type of visualiza-

tion conveys a feeling of incomplete goal until all the

”cards” are acquired.

Finally, regarding the visualization of experience

points, levels and ranking, the gamiﬁcation present

in the exercise system merged with the gamiﬁcation

that already exists in AdaptWeb as it was initially pro-

posed. Those parameters are added to the user proﬁle,

located in the gamiﬁcation tab, as can be seen in the

Figure 8.

Figure 8: User gamiﬁcation tab.

Thus, all the elements of gamiﬁcation that are

within the system of exercises operate together with

elements outside the exercise system in the rest of

the environment. Therefore, the premise of creating

a unique gamiﬁcation system for AdaptWeb.

5 EXPERIMENT

Since the research happened in the COVID pandemic

period there was certain difﬁcult to implement a large

experiment. Then we used a convenience sample,

were students from the department and their friends

from other university were invited to be part of the

short course on Programming Algorithms. Students

were invited via e-mail and instant messaging system

on 08/02/2021.

The experiment started on 08/02/2021 until noon

on 08/06/2021. A few hours before the start of the

experiment, they were created and distributed twenty-

six accesses previously registered in the subject of the

Programming Algorithms short course. Along with

that, a document explaining how to use AdaptWeb

and what tests would the users should do to enjoy as

much of the features as possible implemented.

In order to keep users motivated to access the sys-

tem, every day interactions were made via email and

instant messaging. Of the 26 students who had ac-

cess to the environment and were invited to the ex-

periment, only 16 actually accessed the system and

interacted with the exercise system.

Despite the low number of users using AdaptWeb,

the number of interactions with the exercise system

was quite impressive. Were created a total of 44 new

questions, these questions were answered 108 times.

Social interactions were not left behind either, they

were distributed 62 likes on the questions created,

and 4 exercises were reported, and analyzing these

reports, they are considered correct because the enun-

ciation of these questions they had nothing to do with

the content of the short course. Many badges were

acquired by students during the experiment, of the 16

users who participated, 11 of them earned at least one.

The maximum number of badges a student obtained

was 5 badges.

The point multipliers provided by the functional-

ity of the offensive days were enjoyed by a total of

5 students, and the maximum offensive obtained was

3 days, which was achieved by the students received

who ended up with the highest number of points

earned. On the last day of the experiment, users were

sent a questionnaire of satisfaction where it made it

possible for students to share theirs opinions about the

features that have been implemented. This question-

naire was answered by 14 students, and with that, it

was possible to carry out the analysis of the results.

CSEDU 2022 - 14th International Conference on Computer Supported Education

402

6 RESULTS

The ﬁrst question referred to the effective use of the

exercise system, if the student created or answered at

least one question, it is a question important to be able

to validate the next questions related to gamiﬁcation,

because if the student even performed these actions

once then he/she would not have basis to answer the

rest of the questionnaire. As a result, 100% of the stu-

dents created or answered a question created by an-

other student at least once.

The second question aimed to assess whether the

approach chosen of the constant visualization of gains

related to gamiﬁcation were important in the experi-

ment process, maintaining the student’s perception of

that all those actions he/she did in the environment

were being rewarded outputs somehow. Again, 100%

of students found the chosen strategy important.

The third and fourth questions were aimed at

knowing about the badges available and obtained in

the exercise system. The questions were aimed at

knowing precisely whether students think the tasks

that had to be performed in order to arrive at the re-

ward were fair. User responses were positive and

some of them can be seen in Figure 9. Another ques-

tion was about theme chosen for the badges. A total

of 78.6% of students claimed that the more humor-

ous theme of the memes inﬂuenced them positively in

the goal of winning badges, highlighting in a way the

effectiveness of the chosen approach.

Figure 9: Users comments about badges.

The ﬁfth and sixth questions raised questions

about the effectiveness of the offensive days strategy.

Feedback from students was positive and unanimous:

100% of users liked the functionality of the days of

offensive, and again, 100% of users considered it a

strategy that helps motivate the student to access the

environment more often.

The seventh question wanted to know if the use of

gamiﬁcation and strategies chosen motivated the user

to use the AdaptWeb exercise system. The feedback

from users was excellent, 100% considered it moti-

vating.

The last question asked the students for their ﬁ-

nal opinion on the experiment, requesting comments,

opinions, criticisms and suggestions for improve-

ment. That question is very important because it is

precisely through the user that it is possible to see

possible improvements that end up making the system

even better. Thus, Figure 10 follows some of these

comments.

Figure 10: Final users comments about the system.

7 CONCLUSIONS

Currently, there are several strategies and approaches

that can be used in order to make the use of a virtual

learning environment more satisfying and attractive

to students. So deﬁning this, as the main objective of

this work, we initially tried to ﬁnd such approaches

that if applied correctly could bring these results.

The paradigm of the Social Web was studied,

which aims to establish connections, enabling inter-

actions of a social nature between users. To support

this paradigm there are several tools, the one studied

in this work is the Honeycomb Framework that ef-

fectively categorizes in its combs the social relation-

ships often required in environments that interconnect

users.

Another approach that has shown potential in in-

creasing student interaction and satisfaction in virtual

learning environments was gamiﬁcation, which has

the potential to main feature the inclusion of game

elements in non-playful environments. The main pur-

pose of gamiﬁcation is to increase engagement among

users. However, applying gamiﬁcation in a system is

not a trivial process, for this, the 5W2H framework

was studied, which deﬁnes seven main dimensions

that serve as an aid for gamiﬁcation design.

In the development stage the proposed solutions

were actually implemented in AdaptWeb, and a small

Gamiﬁcation of an Exercise Tool of a Virtual Learning Environment

403

experiment was carried out to validate the solutions.

At the end of the experiment the students were invited

to answer a 9-question questionnaire in order to verify

if the previously stipulated objectives were achieved.

The results were satisfactory, showing that the chosen

and implemented approaches increased student satis-

faction in using the exercise system, and also, accord-

ing to the students, that gamiﬁcation proves to be ef-

fective in helping the teaching and learning process.

From this work on, there are several future works,

as in addition to the reputation comb, there are still

other six combs that can be better explored through

gamiﬁcation elements. Some ideas were raised, such

as creating a second ranking, this one weekly, and un-

locking content, in this case, avatars.

In conclusion, the use of gamiﬁcation linked to the

Honeycomb Framework has great potential in making

an exercise system of a virtual learning environment

even more attractive and seeking to keep the student’s

interest.

ACKNOWLEDGMENTS

This work received ﬁnancial support from the Co-

ordination for the Improvement of Higher Educa-

tion Personnel - CAPES - Brazil (PROAP/AUXPE).

The authors would like to thank the Coordenac¸

de Aperfeic¸oamento de Pessoal de N

ıvel Supe-

rior – Brasil (CAPES) – Finance Code 001, Con-

selho Nacional de Desenvolvimento Cient

ıﬁco e Tec-

nol

ogico(CNPq) grant 308395/2020-4,and FAPESC

(Fundac¸

ao de amparao

a Pesquisa e Inovac¸

ao do

Estado de Santa Catarina) - FAPESC Nº 027/2020

Apoio

a Infraestrutura para Grupos de Pesquisa da

UDESC, “Tenologias Educacional e Metodologias

Inovadoras para Retenc¸

ao dos Estudantes da

area de

encia da Computac¸

ao” TO n° 2021TR795.

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