Can Game Elements Make Computer Science Courses More Attractive?

Dicheva, Darina; Dichev, Christo; Irwin, Keith; Jones, E.J.H.; Cassel, Lillian N.; Clarke, Peter J.

doi:10.1145/3287324.3293726

Cited by 15 publications

(4 citation statements)

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“…Furthermore, according to the findings of the study by [16], students studying programming in the gamification-assisted flipped classroom were shown to be more enthusiastic to participate in coding training and have favorable views following the deployment. However, [8] [18] claim that depending on the user characteristics, different game elements can alter learning outcomes.…”

Section: 1mentioning

confidence: 99%

Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment

Palaniappan¹,

Noor

2022

Int. J. Emerg. Technol. Learn.

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This research measures the effect of gamification on learners’ academic performance, investigate their self-directed learning level within an online gamification learning environment and identify the relationship between learners self-directed learning level and their gamification learning experience. Pre-experimental research (single group) was carried out for a duration of 5 weeks among a group of 29 undergraduate year 2 learners from a non-major computer science course undertaking basic programming language subject. The learners SDL and knowledge on the subject was measured with a questionnaire and assessment test before and after the gamification learning intervention. A gamification experience questionnaire was used to evaluate their gamification learning experience after the intervention. The learning environment was infused with gamification in the form of competition to earn points, leaderboard ranks and python programmer badge. The learner’s academic performance has significantly improved (p=0.000 < 0.05) after the gamification injection. Leaners self-directed learning level also increased and there is a significant difference before (M=3.59) and after (M=4.22) the gamification strategy (p=0.000 < 0.05) imposed. Self-management, motivation and self-monitoring were all at high level with significance before and after (p=0.000 < 0.05) the gamified learning activities. Overall, the gamification strategy used in the online learning environment shows a positive influence to support learner’s self-directed learning.

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Section: 1mentioning

confidence: 99%

Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment

Palaniappan¹,

Noor

2022

Int. J. Emerg. Technol. Learn.

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“…This approach uses game elements to enhance non entertainment applications to foster behavioral change, engagement, motivation, and soliciting participation in activities (Dicheva et al, 2019;Paiva, Leal, & Queir ós, 2020;Ryan, Rigby, & Przybylski, 2006). Its further dissemination has begun in 2011, after the publication of several documents (Deterding, Dixon, Khaled, & Nacke, 2011;Deterding, Sicart, Nacke, O'Hara, & Dixon, 2011;Huotari & Hamari, 2012;Zichermann & Cunningham, 2011), gaining popularity and rapidly spreading in a wide range of domains that benefit from the increased engagement of their target users (Koivisto & Hamari, 2019) such as health and environmental awareness (D. Marconi, Schiavo, Zancanaro, Valetto, & Pistore, 2018;Rajani, Mastellos, & Filippidis, 2021;Vieira et al, 2012), e-banking (Rodrigues, Costa, & Oliveira, 2016), software engineering (Pedreira, García, Brisaboa, & Piattini, 2015), education and training (Cosentino, Gérard, & Cabot, 2017;Dicheva et al, 2019;S. Kim, Song, Lockee, & Burton, 2018;Lee & Hammer, 2011), everyday challenges (Bucchiarone, Cicchetti, Bassanelli, & Marconi, 2021;Vassileva, 2012), and so forth.…”

Section: Introductionmentioning

confidence: 99%

Gamification for behavior change: a scientometric review

Bassanelli

Vasta

Bucchiarone

et al. 2022

Preprint

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Gamification, which refers to the use of game design elements in non-game contexts, provides similar experiences and motivations as games do; this makes gamification a useful approach to promote positive behaviors. In recent years, the volume of scientific publications focusing on gamification has increased. It has been applied to different fields (e.g. learning and training, mental health, positive behavior and behavior change, personnel selection, employees training, etc.); in this way, the scientific community has spread out over different domains and with different aims. Gamification has turned out to be an excellent method also to provide a sense of community, encouraging social interaction in both present and online contexts, increasing competencies in work and educational settings. This has made gamification also a useful tool during the COVID-19 pandemic, in which it has been used to promote an active and interactive experience in the educational environment. As a useful tool for keeping users motivated, engaged and active, there is a wide interest in adopting gamification solutions for supporting and promoting positive behaviors and behavior change (e.g. quit smoking, ecological behaviors, food choices, civic engagement, mental healthcare, sustainability, etc.). However, the development of this research area has proceeded without a unique theoretical approach or a clear concept of the field; even though several studies analyzing the literature have been made, a literature mapping of gamification applied for behavior change is still missing. In this study, we use the CiteSpace software to examine 447 publications and their 20608 unique references on gamification applied for behavior change. The corpus of studies was downloaded from the Scopus database and refers to studies published between 2012 and 2021. Several methods were used to analyze these data: (1) document co-citation analysis (DCA) was performed to identify the pivotal researches and the research areas; (2) author co-citation analysis (ACA) was performed to identify the main authors; (3) country collaboration and institutions network analysis were performed to identify the countries and institutions that contribute the most; and finally, (4) keyword analysis was performed to detect the most influential keywords and their change over time. Overall, we discuss the findings and the need for a more cooperative and united community, in order to make the use of gamification applied to behavior change more effective, faster and goal-oriented. Hence, we introduce some future challenges to promote an improvement in the quality of publications in this research domain, as well as in other gamification fields.

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“…The term gamification, introduced in the early 2000s (Marczewski, 2013), provides a complementary perspective to serious games. This approach uses game elements to enhance non entertainment applications to foster behavioral change, engagement, motivation, and soliciting participation in activities (Dicheva et al, 2019;Paiva, Leal, & Queir ós, 2020;Ryan et al, 2006). Its further dissemination began in 2011, after the publication of several documents (Deterding, Dixon, Khaled, & Nacke, 2011;Deterding, Sicart, Nacke, O'Hara, & Dixon, 2011;Huotari & Hamari, 2012;Zichermann & Cunningham, 2011), gaining popularity and rapidly spreading in a wide range of domains that benefit from the increased engagement of their target users (Koivisto & Hamari, 2019) such as health and environmental awareness (D. Marconi, Schiavo, Zancanaro, Valetto, & Pistore, 2018;Rajani, Mastellos, & Filippidis, 2021;Vieira et al, 2012), e-banking (Rodrigues, Costa, & Oliveira, 2016), software engineering (Pedreira, García, Brisaboa, & Piattini, 2015), education and training (Bucchiarone, Cicchetti, Bassanelli, & Marconi, 2021;Cosentino, Gérard, & Cabot, 2017;Dicheva et al, 2019;Kim, Song, Lockee, & Burton, 2018;Lee & Hammer, 2011), everyday challenges (Vassileva, 2012), and so forth.…”

Section: Introductionmentioning

confidence: 99%

Gamification for behavior change: a scientometric review

Bassanelli

Vasta

Bucchiarone

et al. 2022

Preprint

View full text Add to dashboard Cite

Gamification, which refers to the use of game design elements in non-game contexts, provides similar experiences and motivations as games do; this makes gamification a useful approach to promote positive behaviors. As a useful tool for keeping users motivated, engaged and active, there is a wide interest in adopting gamification solutions for supporting and promoting positive behaviors and behavior change (e.g. quit smoking, ecological behaviors, food choices, civic engagement, mental healthcare, sustainability, etc.). In this study, we use the CiteSpace software to examine 984 publications and their 46,609 unique references on gamification applied for behavior change. The corpus of studies was downloaded from the Scopus database and refers to studies published between 2011 and the beginning of 2022. Several methods were used to analyze these data: (1) document co-citation analysis (DCA) was performed to identify the pivotal researches and the research areas; (2) author co-citation analysis (ACA) was performed to identify the main authors; (3) and keyword analysis was performed to detect the most influential keywords and their change over time. The results of the analysis provide an overview of the influential documents, authors and keywords that have given shape to the literature of the field, and how it has evolved, showing an initial interest in motivational and persuasion techniques, and in the gamification design, and subsequently in the development of more rigorous methodologies for both design and use. As the first scientometric review of gamification applied to behavior change, this study will be of interest to junior and senior researchers, graduate students, and professors seeking to identify research trends, topics, major publications, and influential scholars.

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Can Game Elements Make Computer Science Courses More Attractive?

Cited by 15 publications

References 0 publications

Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment

Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment

Gamification for behavior change: a scientometric review

Gamification for behavior change: a scientometric review

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