Gamification for Teaching and Learning Java Programming for Beginner Students — A Review

Maiga, Jaouja

doi:10.17706/jcp.14.9.590-595

Cited by 13 publications

(6 citation statements)

References 15 publications

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“…Especially for improving soft skills, gamification can be used as a new technique to motivate students and to promote active learning. Gamification is applied to computer programming in [10], [11], [12], [13]. In [10], a methodology is presented to incorporate game elements in computer programming teaching.…”

Section: Related Workmentioning

confidence: 99%

“…In [12], the programming platform, especially the compiler is gamified. In [13], gamification is applied to object-oriented programming. In [23], a gamification framework is proposed for online programming courses.…”

Section: Related Workmentioning

confidence: 99%

“…In this paper, teams and their members are designed to share tasks fairly. In [12]- [13], the difficulty of programming, where are lots of abstract and complex topics, is handled. In [20], the reason for gamification is that a new technology is difficult for beginners.…”

Section: Related Workmentioning

confidence: 99%

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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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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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Applying a New Game Element Called Backward Grading For Student Engagement

Çulha

2024

rev.digit.educ.ing

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“…The first type, Absolute Infinite, displays all users and their scores, making players experience more significant accomplishments than those at the bottom of the board. Students only see their rank in the second type compared to the users ranked below and above them [13,21,22].…”

Section: Game Elementsmentioning

confidence: 99%

Gamification Approach for Making Online Education as Effective as In-Person Education in Learning Programming Concepts

Abu-Hammad

Hamtini

2023

Int. J. Emerg. Technol. Learn.

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Gamification is a contemporary concept. It is defined as using game elements such as points and badges in a nongaming environment. This paper takes a profound look at gamification methods in an academic study and comes out with a gamification approach in an attempt to make education more effective. To test the approach described in this research, an experiment was conducted by dividing 46 students in a C++ programming class at a high school into two groups; the first is In-person learning group, in which students learn through the traditional classroom method. The second group is Gamification-based group, for which the researcher designed and built a specific gamification platform by following the guidelines presented in this research study. The results analysis proved that the level of motivation and engagement in the lesson was sufficient. Furthermore, the result of the relationship analysis between variables points and the leaderboard has a strong correlation of r= -0.897 and p<0.01. Another relationship that was analyzed is Points and Concepts attempts. This relationship positively affected student motivation and quality of learning with a moderate correlation of r=0.450 and p<0.05. Regarding the questionnaire analysis results, students preferred the Leaderboard by 60.9 %, Points by 21.7 %, Levels by 13 %, and Badges by 4.3%. As for the interview conducted with teachers specialized in teaching C++, they encouraged the exploitation of the gamification approach in learning programming language concepts, and from their point of view that this approach helps to increase the motivation and engagement of students in the lesson. Further research is needed to improve this approach to learning by designing rules and guidelines to bridge the gap with other gamification approaches.

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“…Computer Engineering requires students to learn a number of different programming languages. For many students, learning computer programming is a difficult task [3,33]; moreover, they also lack motivation and interest in the subject due to its monotonous nature [4,32].…”

Section: Gamification In Computer Engineeringmentioning

confidence: 99%

BIPMIN: A Gamified Framework for Process Modeling Education

et al. 2022

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Business Process Modeling is a skill that is becoming sought after for computer engineers, with Business Process Modeling Notation (BPMN) being one example of the tools used in modeling activities. Students of the Master of Computer Engineering course at Politecnico di Torino learn about BPMN in dedicated courses but often underperform on BPMN-related exercises due to difficulties understanding how to model processes. In recent years, there has been a surge of studies that employ gamification (using game elements in non-recreative contexts to obtain benefits) as a tool in Computer Engineering education to increase students’ engagement with the learning process. This study aims to use the principles of gamification to design a supplementary learning tool for the teaching of information systems technology. In particular, to improve student understanding and use of BPMN diagrams. This study also analyzes the usability and motivation of the participants in using different game elements in increasing student motivation and performance. As part of the study, a prototype web application was developed, which implemented three different designs, each incorporating different game elements relating to either progress, competition, or rewards. An evaluation was then conducted on the prototype to evaluate the performance of the practitioners in performing BPMN modeling tasks with the gamified tool, the usability of the proposed mechanics and the enjoyment of the individual game mechanics that were implemented. With the usage of the gamified tool, the users of the experimental sample were able to complete BPMN modeling tasks with performances compatible with estimates made through expert judgement (i.e., gamification had no negative effect on performance), and were motivated to check the correctness of their models many times during the task execution. The system was evaluated as highly usable (85.8 System Usability Score); the most enjoyed game elements were rewards, levels, progress bars and aesthetics.

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Gamification for Teaching and Learning Java Programming for Beginner Students — A Review

Cited by 13 publications

References 15 publications

Applying a New Game Element Called Backward Grading For Student Engagement

Applying a New Game Element Called Backward Grading For Student Engagement

Gamification Approach for Making Online Education as Effective as In-Person Education in Learning Programming Concepts

BIPMIN: A Gamified Framework for Process Modeling Education

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