Eduardo José Botelho Batista Morais de Sousa

Abstract Approximately half the students enrolled in the many arts and design undergraduate programmes offered by Portuguese public higher education institutions will learn or have an opportunity to learn about computer programming while taking their degree. A preliminary study to assess those students' attitudes and opinions towards the subject of programming was conducted using an online survey based on Unified Theory of Acceptance and Use of Technology (UTAUT). An opportunity sample of 187 students participated, and 41.2% reported proficiency in some form of computer programming, 35.8% reported to be currently learning, and only 23% reported no knowledge of the subject. Expectations of utility, effortlessness and peer approval were found to positively correlate with students' intention to program or, in the case of students without such knowledge, an intention to learn computer programming. Students currently learning to code reported greater anxiety about the subject overall, and those reporting greater anxiety had the least intention to program in the future. Female students were also more likely to ascribe greater anxiety to the perspective of programming computers, as did younger students in general. Mitigating anxiety thus presents a challenge to educators engaged with computer programming, alongside adapting syllabi and pedagogies as to reduce the gender imbalance in programming acceptance and use.

Abstract A review of arts and design undergraduate programmes offered by Portuguese public higher education institutions found out that 50 out of the 105 programmes include at least one unit concerning computer programming in their curricula. A preliminary study partially based on the Unified Theory of Acceptance and Use of Technology (UTAUT), conducted through an online survey, sought to find out how lecturers in those programmes regard the subject of computer programming. A sample of 68 educators participated, split between 43 that reported no knowledge of computer programming and 25 that reported programming proficiency, 14 of which were engaged teaching the subject. A noticeable gender discrepancy was found concerning proficiency, raising the question of whether there's a relation to the anxieties of female students regarding programming found in a related study. Commenting on the relevance of the subject, some educators stressed that coding is both a fundamental problem-solving tool and a means to teach logical thinking, while others highlighted the creative potential of programming. Given the push to demystify computer programming, institutions can be encouraged to reduce the gender imbalance in the programming competency of educators. More research concerning educators' attitudes towards programming is welcome, both through practice characterization case-studies and through a deeper understanding of technology acceptance models applied in higher arts and design education.

Abstract The present study seeks to become a positive contribution to the research and development of e-learning systems by conducting an exploratory evaluation of the opinions of the academic community of the University of Porto about various technical and social dimensions present in the conception and deployment of learning management systems, both in the context of supporting face-to-face education and as technical infrastructure to blended and distance learning programmes. A survey by questionnaire was applied to 504 members of the academic community at the university, and it was found that among the participants there is still great scepticism towards e-learning and technologically mediated education, especially among younger students. Participants also considered that learning management systems presenting a plethora of features are not as desirable as systems focused on providing a pleasant and consistent user experience.