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ALGORIDDLE: Artefacto educacional interativo para apoiar o ensino e aprendizagem de algoritmos
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Esta dissertação apresenta o Algoriddle, um ambiente virtual interativo desenvolvido para apoiar o ensino e a aprendizagem de algoritmos através de visualização, manipulação e simulação em tempo real. A natureza abstrata dos algoritmos dificulta a compreensão dos processos lógicos, especialmente para estudantes iniciantes. O Algoriddle foi concebido para responder a esse desafio, integrando princípios pedagógicos e tecnológicos que promovem aprendizagem ativa, pensamento computacional e raciocínio lógico. A investigação seguiu o modelo DSR Educacional, abrangendo a identificação do problema, o levantamento de requisitos, a conceção, a implementação e a avaliação do artefacto. O sistema permite explorar de forma dinâmica alguns dos algoritmos lecionados nas unidades curriculares de algoritmos e estruturas de dados, selecionados com base no levantamento dos programas das principais universidades de Portugal. O desenvolvimento recorreu a tecnologias como React, TypeScript, Node.js e Express, incluindo um módulo de execução controlada de código baseado na Piston API e mecanismos de segurança, registo e monitorização. A avaliação, realizada com estudantes e profissionais, utilizou a System Usability Scale (SUS) e escalas Likert, revelando perceções positivas de usabilidade, clareza e motivação. Embora não avaliado em contexto de sala de aula, o sistema demonstra potencial para apoiar a compreensão de algoritmos, constituindo base para estudos futuros.
This dissertation presents Algoriddle, an interactive virtual environment designed to support the teaching and learning of algorithms through real-time visualization, manipulation, and simulation. The abstract nature of algorithms often makes it difficult for beginners to understand the underlying logical processes. Algoriddle was conceived to address this challenge by integrating pedagogical and technological principles that foster active learning, computational thinking, and logical reasoning. The research followed the Educational DSR model, covering problem identification, requirements gathering, design, implementation, and evaluation of the artefact. The system enables dynamic exploration of selected algorithms commonly taught in courses on algorithms and data structures, chosen based on a survey of curricula from major Portuguese universities. The development relied on technologies such as React, TypeScript, Node.js and Express, and includes a controlled code-execution module based on the Piston API, complemented by security, logging, and monitoring mechanisms. The evaluation, conducted with students and professionals, used the System Usability Scale (SUS) and Likert scales, revealing positive perceptions of usability, clarity, and motivation. Although not tested in a classroom setting, the system shows potential to support the understanding of algorithms and provides a foundation for future studies.
This dissertation presents Algoriddle, an interactive virtual environment designed to support the teaching and learning of algorithms through real-time visualization, manipulation, and simulation. The abstract nature of algorithms often makes it difficult for beginners to understand the underlying logical processes. Algoriddle was conceived to address this challenge by integrating pedagogical and technological principles that foster active learning, computational thinking, and logical reasoning. The research followed the Educational DSR model, covering problem identification, requirements gathering, design, implementation, and evaluation of the artefact. The system enables dynamic exploration of selected algorithms commonly taught in courses on algorithms and data structures, chosen based on a survey of curricula from major Portuguese universities. The development relied on technologies such as React, TypeScript, Node.js and Express, and includes a controlled code-execution module based on the Piston API, complemented by security, logging, and monitoring mechanisms. The evaluation, conducted with students and professionals, used the System Usability Scale (SUS) and Likert scales, revealing positive perceptions of usability, clarity, and motivation. Although not tested in a classroom setting, the system shows potential to support the understanding of algorithms and provides a foundation for future studies.
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Algoritmos Visualização Ensino Simulação Usabilidade Design Science Research Algorithms Visualization Teaching Simulation Usability