A number of researchers have documented several difficulties faced by learners of basic programming concepts. Among the suggested pedagogical solutions to overcome these difficulties is the use of serious games inthe learning process. In fact, these games are more likely to boost the motivation of students and allow them to develop their knowledge efficiently. Our study focuses on evaluating such usage and the resulting students' motivation towards programming. We've made students create simple games using the Scratch game environment in order for them to learn programming basics. The experiment was conducted with a group of 69 high school science major students. This group of students was arbitrarily chosen and divided into three sub-groups. With the first sub-group we experimented with our pedagogical method based on the creation of simple games using Scratch environment. With the other sub-groups we used a conventional method based on Pascal programming language. Two surveys were distributed at the beginning and at the end of the experimentation in order to identify the programming level of students, their gaming habits, their motivation and interest for programming in the future. The analysis of the surveys shows that using an environment for learning programming such as Scratch highly motivate students and empower them to pursue their studies in programming. In fact, when learners were asked about their desire to continue their studies in programming, 65% of students who have experienced with Scratch environment consider continuing their studies in programming whereas only 10.3% of students who used a standard programming environment showed some interest.

Learning algorithmics and programming fundamental courses is widely considered to be quite challenging in the field of computer science. Gamification is a good alternative educational practice to promote programming teaching, it allows better engagement of students in their learning. Students acquire a reasonable level of abstraction and logic and develop reflections on various course concepts. They are better introduced to critical programming situations. In the present work, we investigated the impact of introducing simple gamified educational sequences within a dynamic programming PHP course on first year Master students in Educational Technology and Pedagogical Engineering (TEIP). Our use of gamification learning sequences based on the application KAHOOT in this course revealed a better engagement of students. 90% of the students in our experimental group expressed being more motivated and committed for the course and 87.5% of them expressed positive attitudes on using KAHOOT as a teaching tool. The majority (90%) expressed their intention to recommend KAHOOT to other teachers.

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