Gamification and Computer Science Students’ Activity

Abstract

Students' participation and motivation are of great importance in their learning process. The decrease in attendance and difficulties in stimulating students' activity makes it necessary to find new methodologies that can solve these problems. The use of game mechanics in non-ludic environments (Gamification) has begun to be of great interest in research, since it could increase the motivation and therefore the activity of the students. This study tries to verify if there is an existing relationship between gamification and a possible increase in student activity or between the cessation of gamification and student activity. In addition, it evaluates whether a greater student activity corresponds to a greater learning improvement. In the obtained results, no significant differences were found between the methodology or the activity with a learning improvement. According to the study, the simple use of gamified elements does not necessarily imply a solution to the problems posed. The students' activity in a course of these characteristics does not imply a better learning improvement, the importance lies in the quality of the activity generated and not in the quantity.

Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits

“…In addition, extraverted students report the negative effect on the perceived playfulness from competition. Our findings align with existing literature on (García-Iruela et al 2020 ; Puritat 2019a , b ). In summary, as far as knowledge is concerned, gamification cannot improve the overall knowledge for all personality types because each game element has both positive and negative impacts on each personality type.…”

“…In order to record student activity, García-Iruela et al ( 2020 ) information of student activity has been collected by a log file in the our platform. Puritat ( 2019a , b ) collect the activity of click per action has been collected to compare the two groups.…”

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

“…García-Iruela et al [27] tried to verify if there is an existing relationship between gamification and an increase in student activity that would imply a greater learning improvement.…”

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

“…Em duas publicações não se observou benefícios com a gamificação. García-Iruela et al (2020) e Kyewski e Kramer (2018) não identificaram diferenças significativas entre os grupos gamificados e não gamificados, não impactando na melhora do desempenho, do engajamento e da motivação. Figura 4 -Impacto da gamificação na aprendizagem.…”