Two Decades of PBL in Teaching Computing: A Systematic Mapping Study

• Published in: IEEE transactions on education Vol. 64; no. 3; pp. 233 - 244
• Main Authors: dos Santos, Simone C., Reis, Priscila B. S., Reis, Jacinto F. S., Tavares, Fabio
• Format: Journal Article
• Language: English
• Published: New York IEEE 01.08.2021; Institute of Electrical and Electronics Engineers, Inc; The Institute of Electrical and Electronics Engineers, Inc. (IEEE)
• Subjects: Active learning; Computation; Computer Assisted Instruction; computer science; Computer Science Education; Data mining; Education; Educational Research; Learner Engagement; Mapping; Medical Education; Planning; Problem Based Learning; problem-based learning (PBL); Proposals; Skill Development; Skills; Student Motivation; systematic mapping; Systematics; Teaching Methods; Teamwork; Terminology; Thinking Skills; Undergraduate Study; World Problems
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2020.3033416

Contribution: This article adds to the results of previous systematic mapping study by addressing a more ample context of problem-based learning (PBL) in computing education. Background: PBL is defined as an instructional method of constructivist teaching that uses real problems as a motivating element for learning. Although PBL was born in medical education, it has been used in computing education to facilitate the students' engagement and learning capacity, contributing to developing skills, such as teamwork, holistic vision, critical thinking, and solving problem. Considering that approach much more descriptive than prescriptive, it favors the implementation of diverse methodologies on its behalf. Research Question: "How the PBL approach has been applied in teaching computing?" Methodology: From the initial set of 3837 studies, 102 primary studies were selected and categorized through Kitchenham methodology for analysis from 1999 to 2019. Findings: Based on these studies, it was possible to verify a greater adoption of PBL in undergraduate education and a great diversity of strategies involving real-world problems, developing technical and no-technical skills and making the student much more motivated and engaged. Challenges were also mapped, which shows a very interesting field for new research.