An Empirical Study of Long-Term Effects of Applying Gamification Principles to an Introductory Programming Courses on a University Level

Kučak, Danijel; Pasic, Dani; Mršić, Leo

doi:10.1007/978-3-031-19958-5_44

Cited by 3 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding empirical investigations in introductory programming, Imran [81] investigated different levels of gamification, and confirmed that the gamification level was a significant determinant of motivation and performance, but not engagement. Similarly, Kučak et al [82] identified that students lectured using gamification elements performed significantly better. Following the gamification principles, our CS1 course design stimulates students to earn credit points for non-mandatory tasks and programming challenges, for participating in experiments, and for course presence.…”

Section: Hypothesesmentioning

confidence: 94%

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Bubnic,

Mernik,

Kosar

2024

Mathematics

View full text Add to dashboard Cite

Programming is acknowledged widely as a cornerstone skill in Computer Science education. Despite significant efforts to refine teaching methodologies, a segment of students is still at risk of failing programming courses. It is crucial to identify potentially struggling students at risk of underperforming or academic failure. This study explores the predictive potential of students’ problem-solving skills through dynamic, domain-independent, complex problem-solving assessment. To evaluate the predictive potential of complex problem-solving empirically, a case study with 122 participants was conducted in the undergraduate Introductory Programming Course at the University of Maribor, Slovenia. A latent variable approach was employed to examine the associations. The study results showed that complex problem-solving has a strong positive effect on performance in Introductory Programming Courses. According to the results of structural equation modeling, 64% of the variance in programming performance is explained by complex problem-solving ability. Our findings indicate that complex problem-solving performance could serve as a significant, cognitive, dynamic predictor, applicable to the Introductory Programming Course. Moreover, we present evidence that the demonstrated approach could also be used to predict success in the broader computing education community, including K-12, and the wider education landscape. Apart from predictive potential, our results suggest that valid and reliable instruments for assessing complex problem-solving could also be used for assessing general-purpose, domain-independent problem-solving skills in computing education. Likewise, the results confirmed the positive effect of previous programming experience on programming performance. On the other hand, there was no significant direct effect of performance in High School mathematics on Introductory Programming.

show abstract

Section: Hypothesesmentioning

confidence: 94%

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Bubnic,

Mernik,

Kosar

2024

Mathematics

View full text Add to dashboard Cite

show abstract

“…Technical limitations, accessibility, and digital fragmentation are concerns that need addressing. Furthermore, there is a need for more empirical research to understand the long-term impacts of this technological synergy on various demographic groups, starting with the educational context [39].…”

Section: Practical Considerationsmentioning

confidence: 99%

Gamification in Real-World Applications: Interactive Maps and Augmented Reality

Predescu,

Mocanu

2024

Level Up! Exploring Gamification's Impact on Research and Innovation

View full text Add to dashboard Cite

This chapter delves into the dynamic realm of gamification applied to real-world scenarios, with a specific focus on the integration of geographic information systems (GIS) and augmented reality (AR). By examining case studies and current research, the potential of combining game design principles with interactive technologies is shown to create immersive and interactive experiences that enhance user engagement in complex problems across various domains such as education, health, and smart government. The large-scale adoption of interactive technologies underscores the importance of ethical considerations, inclusivity, and the potential for these technologies to foster a more connected and informed society. The chapter aims to inspire further research and practical applications in the field, focusing on the transformative power of combining gamification with GIS and AR in real-world settings.

show abstract

“…Kao drugi primjer, 'dizajn razmišljanje' uvodi praktično rješavanje problema koje studenta stavlja u središte problema, često dovodeći do diferencijacije, pa čak i inovacije (Pap, Vdović, Baletić, 2019). Nadalje, primjena načela igrifikacije u nastavi pokazala je vrlo dobre rezultate (Kučak, Bele, Pašić, 2021) jer "igrifikacija koristi mehaniku igre za transformaciju iskustva učenja u igru, dok učenje temeljeno na igricama integrira igre u proces učenja" (Kučak, Pašić, Mršić, 2022). Naposljetku, mnoga su istraživanja dokazala da projektna nastava potiče aktivnost i zadovoljstvo učenika što može povećati uspjeh studenata (Kerić i sur., 2017).…”

Section: Uvodunclassified

Challenges in using the language models of the OpenAI platform in the context of evaluating student solutions to project tasks from the field of computer programming

Kučak

2023

Politehnika (Online)

View full text Add to dashboard Cite

Autor ovog istraživanja godinama svjedoči tome kako je motivacija studenata za kontinuirani rad relativno niska. Kako bi povećali motivaciju studenata za samostalni rad, nastavnici na Visokom učilištu Algebra odlučili su posljednjih godina promijeniti pristup. Umjesto inzistiranja da studenti uče za ispit u određeno vrijeme, dobili su niz projekata koje su trebali samostalno implementirati. Rezultati istraživanja pokazali su da postoji napredak u kasnije ostvarenim rezultatima u odnosu na tradicionalne ispite. S druge strane, pojavom moćnih i besplatnih ili vrlo pristupačnih jezičnih modela kao što su oni platforme OpenAI, nastavnici se susreću sa izazovima jer studenti mogu koristiti takve modele kako bi riješili projektni zadatak, što je u suprotnosti s etičkim kodeksom. Svrha ovoga istraživanja je utvrditi kakve rezultate je sposoban postići jezični model platforme OpenAI, ako mu se zada projektni zadatak iz određenoga kolegija. Definirana su 2 istraživačka pitanja. Kakav rezultat postiže jezični model na OpenAI platformi kada mu se zada projektni zadatak iz kolegija Java web programiranje i postoji li razlika u rezultatima u odnosu na postignute rezultate studenata (Q1)? Postoji li razlika u rezultatima koje postiže jezični model u odnosu na prirodni jezik na kojem mu je zadan projektni zadatak (hrvatski ili engleski) (Q2)? Analiza rezultata pokazala je da je u određenim slučajevima jezični model sposoban riješiti ispit za prolaznu ocjenu bez dodatnih intervencija korisnika, iako su postignuti rezultati značajno slabiji od rezultata koje postižu studenti. Bolje rezultate jezični model postiže ako mu se ispit zada na engleskom jeziku u odnosu na rezultate na hrvatskom jeziku.

show abstract

An Empirical Study of Long-Term Effects of Applying Gamification Principles to an Introductory Programming Courses on a University Level

Cited by 3 publications

References 14 publications

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Gamification in Real-World Applications: Interactive Maps and Augmented Reality

Challenges in using the language models of the OpenAI platform in the context of evaluating student solutions to project tasks from the field of computer programming

Contact Info

Product

Resources

About