Playing and learning with gamification: An in-class concurrent and distributed programming activity

Maia, Rodrigo Filev; Graeml, Felipe Reis

doi:10.1109/fie.2015.7344135

Cited by 11 publications

(6 citation statements)

References 7 publications

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“…Similarly, Ibanez, Di-Serio, and Delgado-Kloos (2014) found that gamified learning activities were associated with a moderate improvement in learning outcomes in a college course focused on teaching the C-programming language. Other studies of gamification in undergraduate courses have found similar positive effects on student performance and achievement (e.g., Betts, 2013;Maia & Graeml, 2015;Xiang, Ann, Hui, & Yew, 2014).…”

Section: Empirical Research On the Effects Of Gamified Learning Envmentioning

confidence: 70%

“…Although the majority of studies identified in our review uncovered positive motivational effects of gamification (e.g., Chen, Burton, Vorvoreanu, & David, 2015;Ibanez et al, 2014;Maia & Graeml, 2015;Xiang et al, 2014), some pointed to mixed or even negative effects on student engagement. Consistent with their negative findings related to student achievement, Hanus and Fox (2015) found that students in the gamified course showed less motivation, satisfaction, and empowerment than students in the nongamified course.…”

Section: Empirical Research On the Effects Of Gamified Learning Envmentioning

confidence: 86%

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Learning and engagement in a gamified course: Investigating the effects of student characteristics

Davis

Sridharan

Koepke

et al. 2018

Computer Assisted Learning

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The current study investigated college students' experiences of a gamified informatics course. We surveyed 139 students aged 18–31 years (M = 20 years, SD = 1.5) enrolled in an undergraduate informatics course focused on social networking technologies. Surveys were conducted at 3 time points during the course (beginning, middle, and end). Overall, we found positive trends with respect to students' perceptions of gamification's impact on their learning, achievement, and engagement in the course material. Although students who played and identified variously with recreational games were more alike than not, we did uncover one notable difference with respect to how students' gaming frequency impacted their engagement in the course. Nongamers expressed somewhat less motivation to do well in the course than frequent gamers. For all other measures of engagement, however, nongamers appeared to be equally engaged by the gamified format of the course as gamers. There were virtually no differences between male and female students' perceptions of gamification. This study contributes new insight into the conditions under which gamification succeeds or fails in educational settings. These insights will be useful to designers and instructors of gamified learning environments as they seek to engage and support a variety of learners.

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Section: Empirical Research On the Effects Of Gamified Learning Envmentioning

confidence: 70%

Section: Empirical Research On the Effects Of Gamified Learning Envmentioning

confidence: 86%

Learning and engagement in a gamified course: Investigating the effects of student characteristics

Davis

Sridharan

Koepke

et al. 2018

Computer Assisted Learning

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show abstract

“…Gamification has been used in a multitude of environments, both outside and in education (Denny, 2013;Deterding, O'Hara et al, 2011;Sailer et al, 2017;Van Roy & Zaman, 2017). In computer programming education, it is believed that games thinking would be more understandable to computer science students (Hung, 2017), and such game-like approaches have been reported on (Barik et al, 2016;Bartel & Hagel, 2016;Di Nunzio, Maistro, & Zilio, 2016;Fotaris et al, 2016;Harrington, 2016;Maia & Graeml, 2015).…”

Section: Understanding Gamificationmentioning

confidence: 99%

A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions

Pilkington

2018

IRRODL

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The central role of motivation to learn in distance education has been noted, and gamification has been proposed as one approach to promote student motivation. This study explores promoting motivation in a distance education, third-year computer programming course via a gamified approach to improve coursework participation and student experience. Motivation was examined from a Self-Determination Theory (SDT) perspective, as gamified approaches often rely on external motivation and the explicit use of competition to engender internal motivation leading to desired behaviours. The results of using gamification in education are mixed, and its use is controversial. Two cycles of action research on the introduction of eight playful elements are reported on, and data relating to student engagement with the course and a student questionnaire was gathered. There was little evidence that the intervention led to behaviour change or improved scores; however, students responded very positively to the intervention, although some negative themes emerged. The extent to which the playful approach supported the basic psychological needs of SDT is discussed and the intervention’s results critically considered, including whether the effort involved in such an approach was worth it. It was concluded that such playful approaches might have positive motivational effects.

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“…The development of gamification that refers to technology and game design can be implemented in activities to increase the motivation [10]. In student's life, games become part that have been shown the effectiveness such as increase the motivation, and support the student especially in learning process [11]. Gamification has positive effect for student achievement and student's attitudes toward the lesson due to its dynamism [2], and gamification has proven successful in enhancing the engagement and interest in contexts [12].…”

Section: Background Studymentioning

confidence: 99%

“…Gamification has positive effect for student achievement and student's attitudes toward the lesson due to its dynamism [2], and gamification has proven successful in enhancing the engagement and interest in contexts [12]. In Computer Science, gamification also can be implemented in any subject in course, such as course of programming [5,6,11,[13][14][15][16], Cloud Computing [17], Data Structure [18], Basic Compu-ting [19] 3D Computer Graphics [20], Computer Network [21], word processing and databases [22], and artificial intelligence algorithms (Search algorithms) [23]. The utilization of gamification become solutions to overcome the difficulties with the combination of computer games commercially into the classroom [24].…”

Section: Background Studymentioning

confidence: 99%

The Impact of Using Gamification in Learning Computer Science for Students in University

Oktaviati¹,

Jaharadak²

2018

IJET

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The utilization of technology can be implemented in education. Gamification is a new technology that used elements such as badges, level, and point of game play that implemented in a non-game context. In this research, the researcher analyzes some of the literature to establish in the extent of gamification to assist student’s motivation and engagement among Computer Science related subject. The researcher found that the most common element that implemented in learning Computer Science related subject were badges, point, level, and leaderboards. Implementing gamification elements in learning can be a tool that can motivate and engage the student in learning Computer Science.

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Playing and learning with gamification: An in-class concurrent and distributed programming activity

Cited by 11 publications

References 7 publications

Learning and engagement in a gamified course: Investigating the effects of student characteristics

Learning and engagement in a gamified course: Investigating the effects of student characteristics

A Playful Approach to Fostering Motivation in a Distance Education Computer Programming Course: Behaviour Change and Student Perceptions

The Impact of Using Gamification in Learning Computer Science for Students in University

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