Analyzing Gamification Impact on a Mastery Learning Introductory Programming Course

Pontes, Rafael Guerra de; Guerrero, Dalton; Figueiredo, Jorge C. A. de

doi:10.1145/3287324.3287367

Cited by 25 publications

(11 citation statements)

References 26 publications

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“…Gamification in learning mediates student engagement and motivation to action so that they can learn and can solve problems (Khaleel et al, 2017;Sousa Borges et al, 2014). The integration of gamification in programming courses has been seen as an opportunity to maximize student engagement and positively impact learning by making use of interest, excitement, and fun mechanisms that lead to an increase in the level of student engagement and motivation (S. Azmi et al, 2017;de Pontes et al, 2019;Lindberg et al, 2018). In the study by Shahdatunnaim et al (2015), the authors categorized gamification activities in courses related to computer programming, as follows: gamifying the learning activity, gamifying the social activity, and gamifying the assessment activity.…”

Section: Gamification In Learningmentioning

confidence: 99%

“…Several authors have mentioned the importance of didactic tools, teaching strategies, and learning environments used in these courses due to the influence that these can generate in the perceptions of difficulty related to computer programming (Amro & Romli, 2019;. For example, some researchers have found that game-based learning environments provide significant benefits because they help to enhance students' motivation for learning, participation, and engagement (de Pontes et al, 2019;Sprint & Cook, 2015;Talingdan & Llanda, 2019). These types of teaching approaches, as well as their effects, are especially important in courses that require a high level of cognitive engagement such as computer programming (Ubaidullah et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Given the above, several studies have focused their attention on integrating gamification in the learning process of computer programming. The research by de Pontes et al (2019) investigates the effect that gamification generates in the participation of students in an introductory computer programming course. This study evidenced that badges, personal records, and leaderboards positively influence students' motivation and participation.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Gamification on the Motivation of Computer Programming Students

2022

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Aim/Purpose: The purpose of this research is to examine the effect of computer-assisted gamification on the learning motivation of computer programming students. Background: The teaching-learning of computer programming involves challenges that imply using learning environments in which the student is actively involved. Gamification is an innovative approach that allows the creation of environments using game-related elements in order to increase the levels of participation, engagement, and motivation of the participants. Several studies have integrated gamification in academic contexts, where generally the qualitative results show remarkable effects in different aspects analyzed; however, there is still no consensus on the quantitative results presented in different investigations. For this reason, it is necessary to conduct more empirical studies in computer programming learning environments to better understand the impact of gamification on aspects such as students’ motivation to learn. Methodology: A quasi-experimental mixed explanatory study was designed and carried out in which a gamified tool was integrated into the methodology of an Intro-duction to computer programming course. Through a literature review and a comparative analysis, we selected CodeGym as the computer-assisted gamified environment suitable for integration into the activities of the course. Subsequently, we proposed an educational intervention where the instruments were applied to characterize the motivational construct by means of the self-report questionnaire MSLQ-Colombia and a survey of student opinion. The MSLQ-Colombia questionnaire characterizes distinctive features of students’ motivation to learn. This instrument was adapted and validated to Spanish based on the original MSLQ (Motivated Strategies for Learning Questionnaire). Forty-eight students participated in this study, distributed in two control groups and one experimental group selected by means of a non-probabilistic convenience sampling technique. Contribution: The effects reported through this research provide empirical evidence related to the effect of computer-assisted gamification on students’ motivation to learn. The results contribute to understanding the effects that gamification can generate in the motivation of computer programming students. Findings: The quantitative results obtained through the MSLQ-Colombia showed that the students in the experimental group significantly increased the levels related to the motivational aspects of Task Valuation. The results obtained by the survey (quantitative and qualitative data) confirmed the quantitative effect found and, additionally, generated inputs related to other motivational aspects: the participants expressed that due to the development of the practical exercises proposed with CodeGym, they felt authentic desires to learn (Orientation of the study activities towards Intrinsic Goals), greater self-confidence to approach the learning tasks (Beliefs of Control of Learning), and better expectations to achieve their learning goals in the subject (Expectations of Self-Efficacy in Learning). Recommendations for Practitioners: The computer-assisted gamification generated a good reception by the students of Computer Programming, making the teaching-learning process pleasant and favoring the interest towards the topics generally considered as challenging. It is recommended that teachers in the area of computer programming continue adopting and using gamified tools that support and facilitate the appropriation of knowledge of their students in a dynamic and innovative way. Recommendation for Researchers: The empirical results reported in this study allow a better understanding of the real effects that gamification can have on programming students’ motivation to learn. However, there are still great challenges in trying to understand and generalize these findings. It would be interesting to deepen the results obtained by integrating gamification in environments where there are more participants and longitudinal studies where the impact is analyzed over time. Impact on Society: The results of this research showed that computer-assisted gamification generated a significant increase in the ratings related to the interest, importance, or liking towards the topics proposed in the subject of computer programming. Additionally, the participants felt authentic desires to learn (Orientation of the study activities towards Intrinsic Goals), greater self-confidence to approach the learning tasks (Beliefs of Control of Learning), and better expectations to achieve their learning goals in the subject (Expectations of Self-Efficacy in Learning). All mentioned contribute to the understanding of the real effects related to gamification in computer programming because in this way teachers and students can appropriate these methodologies in an informed way. Future Research: It would be interesting to be able to replicate the intervention carried out in this study in longitudinal research that would allow us to know the effects of gamification over a long period of time. It is also necessary to understand, through more experimental or quasi-experimental studies, the effects of computer-assisted gamification on other aspects such as academic performance, learning, active participation of students, among others.

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Section: Gamification In Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of Gamification on the Motivation of Computer Programming Students

2022

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“…Motivational possibilities have been widely used in many fields, such as business (Alcivar & Abad, 2016;Xi & Hamari, 2020), logistics (Warmelink et al, 2020), crowdsourcing (Morschheuser et al, 2017;Mason et al, 2012), retail (Poncin et al, 2017), innovation (Leclercq et al, 2017), healthcare (Hammedi et al, 2017;Johnson, D. et al, 2016;Cafazzo et al, 2012), banking (Rodrigues et al, 2016), mobile marketing (Hofacker et al, 2016;Souiden et al, 2019), human resource management (Kim, 2018) and education (de Pontes et al, 2019;Dichev & Dicheva, 2017;Dicheva et al, 2019;Fraser et al, 2019;Hanus, & Fox, 2015;Koivisto, & Hamari, 2019;Majuri et al, 2018;Osatuyi et al, 2018;Seaborn & Fels, 2015). Furthermore, gamification has been used in many contexts related to education, at different educational levels: from primary school to higher education (Caponetto et al, 2014); higher education, training and tutorials, languages, elementary education, and lifelong education (de Sousa Borges et al, 2014); higher education and training Dicheva et al, 2015); K-6 level (Simões et al, 2013).…”

Section: Previous Studiesmentioning

confidence: 99%

Can Gamification Help in Increasing Motivation, Engagement, and Satisfaction? A gamified experience in teaching CS to students from other disciplines

2022

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The digital revolution is causing the new generations to demand new ways of learning. Motivating students is one crucial element of the learning-teaching process to achieve students’ learning, which is the main objective of education. Using typical gaming elements in non-game environments, gamification transforms the learning process into a more motivating and enjoyable experience. Therefore, gamification offers adequate solutions for the educational needs of the new generation of students. Although most studies have found benefits from gamification, the results have not been encouraging in some cases. Several review studies suggest that more empirical studies are needed to investigate the motivating effects of using gamification in different educational settings and for specific student types. This study wants to answer whether using the proposed gamification design affects motivation, engagement, and satisfaction in teaching computer science to university students from other disciplinary areas such as journalism and audiovisual communication. The experiment consists of a gamified experience in a virtual classroom in Moodle for four weeks on general computer science content. A control group and a test group were used. The difference between the two was the use of gamified elements (points, badges, levels, task unlocking...). From the data obtained in this study, no significant differences were found in motivation and satisfaction between the different groups or the different methodologies. Our results demonstrate a specific positive correlation between engagement, motivation, and satisfaction. It is worth noting the positive values obtained in this type of course among all the students who were part of this experience and methodology.

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“…In recent years, gamification has gained great popularity thanks to its ability to influence participant behaviors in applying its methods in the most diverse contexts [16,17]. Interest grew exponentially as gamification was introduced in various aspects of life, such as health management, work, education, and training habits among various areas [18][19][20][21][22][23][24]. Little by little, consumers have come to expect that most of the systems they use are gamified in one way or another [20,25].…”

Section: Gamificationmentioning

confidence: 99%

Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

2021

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A reduced interest and low motivation in learning amongst vocational students has become a challenge with many traditional strategies not capable of providing a solution to motivation and encouraging participation in learning. The use of elements of games in non-recreational environments (gamification) may be a possible solution, since research indicates an improvement in user experience and engagement, with possibilities of improved motivation and behavioral results. However not all studies obtain positive results, the success of gamification is influenced by the design, the sample, and the context. This study analyzes a gamification design with the most common elements in three methodological approaches (teacher-centered, student-centered, and mixed) in three different periods throughout a program of study with vocational training students. The results indicate that the mixed approach performed worse than the other two. Carrying out a greater number of tasks did not imply a better result in the subject marks, but rather paying more attention to each task influences the result positively.

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Analyzing Gamification Impact on a Mastery Learning Introductory Programming Course

Cited by 25 publications

References 26 publications

Effect of Gamification on the Motivation of Computer Programming Students

Effect of Gamification on the Motivation of Computer Programming Students

Can Gamification Help in Increasing Motivation, Engagement, and Satisfaction? A gamified experience in teaching CS to students from other disciplines

Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

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