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Documents authored by Osório, António

Document
DOI: 10.4230/OASIcs.ICPEC.2026.14
5W2H as a Flexible Analytical Framework for Investigating Programming Teaching and Learning Across Different Methodological Designs

Authors: Gabryella Rodrigues, Ceres Morais, and António Osório

Published in: OASIcs, Volume 145, 7th International Computer Programming Education Conference (ICPEC 2026)

Abstract
Teaching and learning programming in Higher Education is a complex process involving cognitive, pedagogical, contextual, and metacognitive dimensions. Traditional analyses focused only on final learning outcomes, such as code correctness, performance, or pass/fail rates, may not fully capture how students construct knowledge, face difficulties, mobilize strategies, and interact with different learning contexts. This article discusses the use of the 5W2H framework as a flexible analytical tool in two doctoral studies on programming teaching and learning. The first study used 5W2H to organize and triangulate data from a mixed-methods single case study on the teaching and learning of programming in a Higher Education course. The second study articulated 5W2H with the spiral model and Bloom’s revised taxonomy to analyze a qualitative multiple case study focused on students' algorithm construction process. Through a comparative analysis, the article shows that 5W2H can operate at different analytical scales: as a broad structure for mapping subjects, contexts, methodologies, difficulties, and learning factors, and as a process-oriented framework for interpreting students' actions during algorithmic problem solving. The findings suggest that 5W2H supports the organization, categorization, triangulation, and interpretation of complex educational data. Therefore, the framework offers a useful methodological lens for research in programming education, helping researchers understand the relationships between subjects, contexts, strategies, difficulties, and cognitive processes involved in teaching and learning programming.
Cite as

Gabryella Rodrigues, Ceres Morais, and António Osório. 5W2H as a Flexible Analytical Framework for Investigating Programming Teaching and Learning Across Different Methodological Designs. In 7th International Computer Programming Education Conference (ICPEC 2026). Open Access Series in Informatics (OASIcs), Volume 145, pp. 14:1-14:13, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2026)

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@InProceedings{rodrigues_et_al:OASIcs.ICPEC.2026.14,
  author =	{Rodrigues, Gabryella and Morais, Ceres and Os\'{o}rio, Ant\'{o}nio},
  title =	{{5W2H as a Flexible Analytical Framework for Investigating Programming Teaching and Learning Across Different Methodological Designs}},
  booktitle =	{7th International Computer Programming Education Conference (ICPEC 2026)},
  pages =	{14:1--14:13},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-443-7},
  ISSN =	{2190-6807},
  year =	{2026},
  volume =	{145},
  editor =	{Portela, Filipe and Matos, Lu{\'\i}s and Guimar\~{a}es, Tiago},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2026.14},
  URN =		{urn:nbn:de:0030-drops-267516},
  doi =		{10.4230/OASIcs.ICPEC.2026.14},
  annote =	{Keywords: 5W2H, programming education, programming learning, analytical framework, Higher Education}
}
Document
DOI: 10.4230/OASIcs.ICPEC.2022.4
Introductory Programming in Higher Education: A Systematic Literature Review

Authors: Gabryella Rodrigues, Ana Francisca Monteiro, and António Osório

Published in: OASIcs, Volume 102, Third International Computer Programming Education Conference (ICPEC 2022)

Abstract
A systematic literature review was performed on 33 papers obtained from the ACM, IEEE and Sciencedirect databases, in order to understand in depth, the introductory programming discipline (CS1) in higher education. Recently published works have been covered, providing an overview of the teaching-learning process of introductory programming and enabling to find out whether the research developed by universities worldwide is in line with the proposals made by ACM/IEEE-CS group for computer courses, regarding the transition to the competency-based model. The results show that the new techniques/technologies currently used in software development, as an example of agile methodology, has influenced the teaching-learning process of CS1 together with methods such as visual programming and e-learning. The analyzed papers discuss the importance of developing not only technical, but also social skills, corroborating that methodologies used in introductory programming courses need to focus on preparing students for an increasingly competitive market, associating new skills with technical aspects.
Cite as

Gabryella Rodrigues, Ana Francisca Monteiro, and António Osório. Introductory Programming in Higher Education: A Systematic Literature Review. In Third International Computer Programming Education Conference (ICPEC 2022). Open Access Series in Informatics (OASIcs), Volume 102, pp. 4:1-4:17, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2022)

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@InProceedings{rodrigues_et_al:OASIcs.ICPEC.2022.4,
  author =	{Rodrigues, Gabryella and Monteiro, Ana Francisca and Os\'{o}rio, Ant\'{o}nio},
  title =	{{Introductory Programming in Higher Education: A Systematic Literature Review}},
  booktitle =	{Third International Computer Programming Education Conference (ICPEC 2022)},
  pages =	{4:1--4:17},
  series =	{Open Access Series in Informatics (OASIcs)},
  ISBN =	{978-3-95977-229-7},
  ISSN =	{2190-6807},
  year =	{2022},
  volume =	{102},
  editor =	{Sim\~{o}es, Alberto and Silva, Jo\~{a}o Carlos},
  publisher =	{Schloss Dagstuhl -- Leibniz-Zentrum f{\"u}r Informatik},
  address =	{Dagstuhl, Germany},
  URL =		{https://drops.dagstuhl.de/entities/document/10.4230/OASIcs.ICPEC.2022.4},
  URN =		{urn:nbn:de:0030-drops-166085},
  doi =		{10.4230/OASIcs.ICPEC.2022.4},
  annote =	{Keywords: systematic literature review, CS1, introductory programming, teaching programming, learning programming}
}
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