Active Learning Strategies in Computer Science Education: A Systematic Review

The main purpose of this study is to examine the implementation of active methodologies in the teaching–learning process in computer science. To achieve this objective, a systematic review using the PRISMA method was performed; the search for articles was conducted through the Scopus and Web of Scie...

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Bibliographic Details
Published in:Multimodal technologies and interaction 2024-06, Vol.8 (6), p.50
Main Authors: Córdova-Esparza, Diana-Margarita, Romero-González, Julio-Alejandro, Córdova-Esparza, Karen-Edith, Terven, Juan, López-Martínez, Rocio-Edith
Format: Article
Language:English
Subjects:
active methodologies
Collaboration
Computer organization
Computer science
Critical thinking
Decision making
Education
Engineering
Flipped classroom
Higher education
Independent study
Knowledge
Learning strategies
Methods
Motivation
Online databases
Pedagogy
Problem based learning
Problem solving
Project-based learning
Science education
Sciences education
Scientific papers
Search engines
Student participation
Students
Systematic review
Teachers
Teaching methods
teaching–learning
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Summary:The main purpose of this study is to examine the implementation of active methodologies in the teaching–learning process in computer science. To achieve this objective, a systematic review using the PRISMA method was performed; the search for articles was conducted through the Scopus and Web of Science databases and the scientific search engine Google Scholar. By establishing inclusion and exclusion criteria, 15 research papers were selected addressing the use of various active methodologies which have had a positive impact on students’ learning processes. Among the principal active methodologies highlighted are problem-based learning, flipped classrooms, and gamification. The results of the review show how active methodologies promote significant learning, in addition to fostering more outstanding commitment, participation, and motivation on the students’ part. It was observed that active methodologies contribute to the development of fundamental cognitive and socio-emotional skills for their professional growth.
ISSN:2414-4088
2414-4088
DOI:10.3390/mti8060050