Engagement in the course of programming in higher education through the use of gamification

Montoya, María Soledad Ramírez; Rincón-Flores, Elvira G.; Mena, Juanjo; García-Peñalvo, Francisco José

doi:10.1007/s10209-019-00680-z

Cited by 59 publications

(55 citation statements)

References 38 publications

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“…Gamification, consisting of the use of game elements and game-thinking in non-game contexts, is one of the most prestigious technology-powered techniques for human engagement. Thus, to no surprise, it has been studied and utilized in the realm of programming education with evidence of success [12]. However, adopting such methodologies in a specific subject or course requires considerable effort, which often hinders its implementation.…”

Section: Introductionmentioning

confidence: 99%

FGPE Gamification Service: A GraphQL Service to Gamify Online Education

Paiva

Haraszczuk

Queirós

et al. 2021

Advances in Intelligent Systems and Computing

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Keeping students engaged while learning programming is becoming more and more imperative. Of the several proposed techniques, gamification is presumably the most widely studied and has already proven as an effective means to engage students. However, there is a complete lack of public and customizable solutions to gamified programming education that can be reused with personalized rules and learning material. FGPE Gamification Service (FGPE GS) is an open-source GraphQL service that transforms a package containing the gamification layer -adhering to a dedicated open-source language, GEdIL -into a game. The game provides students with a gamified experience leveraging on the automaticallyassessable activities referenced by the challenges. This paper presents FGPE GS, its architecture, data model, and validation.

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Section: Introductionmentioning

confidence: 99%

FGPE Gamification Service: A GraphQL Service to Gamify Online Education

Paiva

Haraszczuk

Queirós

et al. 2021

Advances in Intelligent Systems and Computing

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show abstract

“…There are many types of data that can support student’s learning [ 31 ], but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data are collected from collaborative learning environments [ 32 – 34 ], course management systems [ 35 , 36 ], gamified training applications [ 37 , 38 ], or administrative systems from schools and universities [ 39 – 41 ], valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [ 42 ], the settings in which they learn [ 43 ], and the effectiveness of the educational approaches [ 44 ].…”

mentioning

confidence: 99%

“…Educational data are also the basis for learning analytics [17][18][19], with an increasing focus on the way educational data are presented [20][21][22], how users interact with the data [23][24][25][26], and data privacy and security [27][28][29][30].There are many types of data that can support student's learning [31], but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data are collected from collaborative learning environments [32][33][34], course management systems [35,36], gamified training applications [37,38], or administrative systems from schools and universities [39-41], valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [42], the settings in…”

mentioning

confidence: 99%

New methods and technologies for enhancing usability and accessibility of educational data

Fonseca

García-Peñalvo

Camba

2020

Univ Access Inf Soc

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Recent advances in information and communication technologies (ICTs) have fostered the development of new methods and tools for exploring the increasingly large amounts of data that come from pedagogical domains [1][2][3][4][5]. These data have the potential to transform education into a personalized experience [6, 7] that meets the needs of each individual student [8]. Educational data research is becoming highly relevant in massive online courses [9], especially MOOCs (Massive Open Online Courses) [10-13] and SPOCs (Small Private Online Courses) [14][15][16]. Educational data are also the basis for learning analytics [17][18][19], with an increasing focus on the way educational data are presented [20][21][22], how users interact with the data [23][24][25][26], and data privacy and security [27][28][29][30].There are many types of data that can support student's learning [31], but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data are collected from collaborative learning environments [32][33][34], course management systems [35,36], gamified training applications [37,38], or administrative systems from schools and universities [39-41], valuable properties, patterns, and insights often emerge. When combined with other factors such as timing and context, these factors play an important role in understanding how students learn [42], the settings in

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“…There are many types of data that can support student’s learning [ 31 ], but the type and nature of the data, how they can be accessed, and who can access them, vary significantly. Whether educational data is collected from collaborative learning environments [ 32 – 34 ], course management systems [ 35 , 36 ], gamified training applications [ 37 , 38 ], or administrative systems from schools and universities [ 39 – 41 ], valuable properties, patterns, and insights often emerge. When combined with others factors such as timing and context, these factors play an important role in understanding how students learn [ 42 ], the settings in which they learn [ 43 ], and the effectiveness of the educational approaches [ 44 ].…”

mentioning

confidence: 99%