Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

Jusas, Vacius; Barisas, Dominykas; Jančiukas, Mindaugas

doi:10.3390/su14042325

Cited by 16 publications

(10 citation statements)

References 33 publications

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“…There is yet another option, consisting of the gamification of programming courses. While this could be realized using general-purpose educational tools supporting gamification, such as Moodle [34] or Kahoot! [35], they do not provide the space for coding practice which is essential in learning how to program [36][37][38].…”

Section: Discussionmentioning

confidence: 99%

In-Browser Implementation of a Gamification Rule Definition Language Interpreter

Swacha,

Przetacznik

2024

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One of the practical obstacles limiting the use of cloud-based gamification applications is the lack of an Internet connection of adequate quality. In this paper, we describe a practical solution to this problem by the implementation of client-side gamification rule processing so that most events generated by players can be processed without the need to involve server-side functions; therefore, only a handful of data have to be transmitted to the server for global state synchronization, and only when an Internet connection is available. For this purpose, we adopt a simple textual gamification rule definition format, implement the rule parser and event processor, and evaluate the solution in terms of performance in experimental conditions. The obtained results are optimistic, showing that the developed solution can easily handle rule sets and event streams of realistic sizes. The solution is planned to be integrated into the next version of the FGPE gamified programming education platform.

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Section: Discussionmentioning

confidence: 99%

In-Browser Implementation of a Gamification Rule Definition Language Interpreter

Swacha,

Przetacznik

2024

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“…In [15], gamification is applied to computer science students to teach algorithms, data structures and pointers. In [16], gamification is applied to an object-oriented course using four game elements: interactive content, experience points, local team, and global team.…”

Section: Related Workmentioning

confidence: 99%

Applying a New Game Element Called Backward Grading For Student Engagement

Çulha

2024

rev.digit.educ.ing

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Student engagement refers to how actively involved and enthusiastic a student is about their learning process. Engaged students are actively involved in their education, show a willingness to learn, and are motivated to achieve their academic goals. Student engagement is important for learning activities and can be achieved via gamification. In this work, a gamification approach was designed that incorporates game elements such as tournament, teams, multidisciplinary challenges, grading, backward grading, badges, points, and leaderboard. Especially the new game element backward grading is designed to achieve student engagement. The game element grading promotes competitions among student teams. On the other hand, the novel game element backward grading promotes contributions to competitions. The designed gamification setting is applied to an emerging technologies course, and the results show that student engagement is achieved.

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“…Game-design elements engage learners by helping them to build new knowledge (i.e., renewing and relearning) and support learning achievement [70]. Therefore, pedagogies with gamification promote SLE (i.e., renewing and relearning, collaborative and active learning, and knowledge transferability) [4,76].…”

Section: Gamificationmentioning

confidence: 99%

Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education

2022

Sustainability

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The onset of the COVID-19 global pandemic has negatively impacted sustainable learning in education (SLE). During city lockdowns, higher education institutes (HEIs) have transitioned from adopting solely traditional didactic classroom teaching to including innovative, flexible learning approaches such as flipped classrooms. Gamification is a new techno-pedagogy that has been integrated into flipped classrooms to promote learner achievement and engagement. Grounded in self-determination theory, the objectives of this exploratory study were to analyse the influence of the flipped classroom and gamification on SLE concerning learner achievement and engagement. Participants were recruited from postgraduate business education programmes in China, and three instructional interventions were applied for a semester of 10 weeks. The three instructional interventions applied were: gamified flipped classroom (n = 25), non-gamified flipped classroom (n = 24) and gamified traditional classroom (n = 19). A mixed-methods approach was used, and both quantitative and qualitative data were analysed. The results indicated gamified traditional classrooms promote learner achievement, and the gamified flipped classrooms promote learner engagement. Furthermore, learning culture, such as teacher-dependency, also influence learner achievement and engagement. The class observation reports and learner interviews suggested that both gamified flipped classrooms and gamified traditional classrooms support SLE in the time of academic uncertainty during the COVID-19 pandemic.

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Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

Cited by 16 publications

References 33 publications

In-Browser Implementation of a Gamification Rule Definition Language Interpreter

In-Browser Implementation of a Gamification Rule Definition Language Interpreter

Applying a New Game Element Called Backward Grading For Student Engagement

Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education

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