Analyzing the Impact of Leaderboards in Introductory Programming Courses’ Short-Length Activities

Pontes, Rafael Guerra de; Medeiros, Klaudio H. M.; Guerrero, Dalton; Figueiredo, Jorge C. A. de

doi:10.1109/fie.2018.8658937

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…Similarly, [37] showed that after adopting a gamified platform on a C programming course, students obtained significantly higher grades than before and the dropout rate decreased by more than half. Another work reported on the significant positive impact on students' performance of the use of leaderboards in short-length programming assignments [38]. Furthermore, in the study conducted by [39], a control group of students learned logic and algorithms through traditional methods, and an experimental group learned the same content through gamification and affective recognition.…”

Section: Related Workmentioning

confidence: 99%

Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education

et al. 2019

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Section: Related Workmentioning

confidence: 99%

Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education

et al. 2019

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“…Ademais, a taxa de reprovação foi menor no grupo gamificado, sendo 18,8% vs. 21,05% do grupo de controle. Para Pontes et al (2018) e Maia e Graelml (2015), as experiências alcançaram impactos positivos. No grupo experimental, os estudantes ficaram mais engajados e conseguiram resolver mais problemas difíceis do que o grupo de controle com o método tradicional de ensino.…”

Section: Rq1 Que Evidências Existem Para a Eficácia Da Gamificação Em Disciplinas Da Computação No Ensino Superior?unclassified

Gamificação no ensino superior em ciência da computação: Uma revisão sistemática da literatura

Feichas

Seabra

Souza

2021

RENOTE

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Gamificação é a prática de aplicar elementos e princípios de jogos emambientes não relacionados a jogos. Esse recurso tem sido amplamente utilizado no ensino superior em diferentes áreas do conhecimento, incorporando elementos de elearning com gamificação, com o objetivo de melhorar a qualidade do ensino. Esta pesquisa, por meio de uma revisão sistemática da literatura, discutirá a eficácia da gamificação, seus benefícios e como ela vem sendo aplicada no âmbito da Ciência da Computação. A partir da revisão realizada foi verificado que a maioria das publicações apresentou resultados positivos com a gamificação, principalmente no engajamento e na motivação dos estudantes. Contudo, em alguns casos, foi identificada uma diminuição dos benefícios em longo prazo, dependente da forma como a prática é aplicada.

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“…In addition to studying the relationship between game types and personality traits, some researchers are inclined to look at motivational effect that a specific game element has on student's performance, such as leaderboards (Ortiz-Rojas, Chiluiza, K., & Valcke, 2019;De Pontes, Medeiros, Guerrero & De Figueiredo, 2019;González, 2018) or a certain combination of game element, such as game goal, choice, points, and praise delivered by a non-player character (Brom, Bromová & Děchtěrenko, 2019). Ortiz-Rojas, Chiluiza & Valcke (2019) considered association between learning performance and following background variables: sex, previous gaming experience, and undergraduate major.…”

Section: State Of the Art Reviewmentioning

confidence: 99%

Knowing the Students’ Game-Playing Characteristics as a Prerequisite for Successful Gamification in Education

Jaftha¹,

Pinto²,

Chircop³

2020

JED

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Gamification is only successful if the key elements are joint and run in unity in favour of the user, and knowing game-playing characteristics of target audience is of utmost importance. This study aimed to identify the students' game-playing preferences and styles, considering the opportunity to implement gamification in education in a personalized way. A descriptive-normative survey involved 74 students of a Vocational Education and Training (VET) Institution, chosen by convenience sampling. The target audience of the research was students at the MQF introductory level A and B (17.6%), at MQF level 2 (40.5%) and at MQF level 3 (41.91%). Participants received a questionnaire about game-playing preferences and styles. Students’ average age was 18.31±0.776 years, 70.3% males and 29.7% females (p=0.001), and the majority were Maltese (79.7%; p=0.000). Most of the participants (72.9%) preferred digital games. Regarding the style of playing, students reported preferring a mix of single-player games and cooperative games (38.7%). The students responded that, when they re-play a game, they do so “because it is interesting” or they “like it” (15.82%) and most of them (64%) reported they liked the idea of learning through games. Thus, according to these findings, the students prefer to play in cooperative digital game contexts and most of them like the idea of learning through games because they believe that they can learn and have fun at the same time.

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Analyzing the Impact of Leaderboards in Introductory Programming Courses’ Short-Length Activities

Cited by 5 publications

References 17 publications

Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education

Analyzing Learning Effectiveness and Students’ Perceptions of an Educational Escape Room in a Programming Course in Higher Education

Gamificação no ensino superior em ciência da computação: Uma revisão sistemática da literatura

Knowing the Students’ Game-Playing Characteristics as a Prerequisite for Successful Gamification in Education

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