Promoting students' engagement in learning programming through gamification in peer-review discussion forum

Azmi, Shahdatunnaim; Ahmad, Norasnita; Iahad, Noorminshah A.; Yusof, Azita Laily

doi:10.1109/icriis.2017.8002543

Cited by 7 publications

(3 citation statements)

References 14 publications

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“…It supports teachers to elicit students' knowledge and trace their emotional and cognitive traits through game elements such as scores, badges, rankings, records of achievement, and leaderboards (Goksun & Gursoy, 2019;Shafie & Abdullah, 2019). Accordingly, teachers could conduct lessons more smoothly, and learners could develop the required skills of academic training better (Azmi et al, 2017;.…”

Section: Gamified Learning Using Quizizzcommentioning

confidence: 99%

Implementing Gamified Vocabulary Learning in Asynchronous Mode

Waluyo

Tran

2023

TEFLIN

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Gamified online quizzes have gained popularity for their potential in enhancing student learning motivations, creating engaging lessons, and improving learning outcomes. Yet, its application and effectiveness in support of student vocabulary learning have only been explored in synchronous learning setting. This study, hence, extended the exploration by examining the implementation of gamified vocabulary learning in an asynchronous mode and analyzing the impacts on students’ learning outcomes in class. The study was carried out for 10 weeks, involving 300 2nd year students at a Thai university. The instrument and measure comprised 500 English academic words made into 10 vocabulary sets on Quizizz.com, and 10 in-class vocabulary tests. The findings of the study revealed that students’ vocabulary learning practice in asynchronous mode had positive correlations with and could significantly predict their in-class vocabulary results. Female students outperformed male students; nonetheless, there was no significant difference across academic majors.

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Section: Gamified Learning Using Quizizzcommentioning

confidence: 99%

Implementing Gamified Vocabulary Learning in Asynchronous Mode

Waluyo

Tran

2023

TEFLIN

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“…Gamification in learning mediates student engagement and motivation to action so that they can learn and can solve problems (Khaleel et al, 2017;Sousa Borges et al, 2014). The integration of gamification in programming courses has been seen as an opportunity to maximize student engagement and positively impact learning by making use of interest, excitement, and fun mechanisms that lead to an increase in the level of student engagement and motivation (S. Azmi et al, 2017;de Pontes et al, 2019;Lindberg et al, 2018). In the study by Shahdatunnaim et al (2015), the authors categorized gamification activities in courses related to computer programming, as follows: gamifying the learning activity, gamifying the social activity, and gamifying the assessment activity.…”

Section: Gamification In Learningmentioning

confidence: 99%

“…In these courses, each student is required to appropriate concepts, transform the proposed problems into certain steps, and be able to code the solution to the problems by making use of a programming language (Martins et al, 2018). However, it has been found that this teaching-learning process of computer programming is challenging due to the difficulties in appropriating its concepts, and acquiring and mastering necessary skills during the formative process (S. Azmi et al, 2017). For example, students may evidence demotivation, frustration, and feelings of failure as they feel disappointed for not being able to understand the topics, increasing dropout and avoidance rates (Martins et al, 2018;Talingdan & Llanda, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effect of Gamification on the Motivation of Computer Programming Students

2022

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Aim/Purpose: The purpose of this research is to examine the effect of computer-assisted gamification on the learning motivation of computer programming students. Background: The teaching-learning of computer programming involves challenges that imply using learning environments in which the student is actively involved. Gamification is an innovative approach that allows the creation of environments using game-related elements in order to increase the levels of participation, engagement, and motivation of the participants. Several studies have integrated gamification in academic contexts, where generally the qualitative results show remarkable effects in different aspects analyzed; however, there is still no consensus on the quantitative results presented in different investigations. For this reason, it is necessary to conduct more empirical studies in computer programming learning environments to better understand the impact of gamification on aspects such as students’ motivation to learn. Methodology: A quasi-experimental mixed explanatory study was designed and carried out in which a gamified tool was integrated into the methodology of an Intro-duction to computer programming course. Through a literature review and a comparative analysis, we selected CodeGym as the computer-assisted gamified environment suitable for integration into the activities of the course. Subsequently, we proposed an educational intervention where the instruments were applied to characterize the motivational construct by means of the self-report questionnaire MSLQ-Colombia and a survey of student opinion. The MSLQ-Colombia questionnaire characterizes distinctive features of students’ motivation to learn. This instrument was adapted and validated to Spanish based on the original MSLQ (Motivated Strategies for Learning Questionnaire). Forty-eight students participated in this study, distributed in two control groups and one experimental group selected by means of a non-probabilistic convenience sampling technique. Contribution: The effects reported through this research provide empirical evidence related to the effect of computer-assisted gamification on students’ motivation to learn. The results contribute to understanding the effects that gamification can generate in the motivation of computer programming students. Findings: The quantitative results obtained through the MSLQ-Colombia showed that the students in the experimental group significantly increased the levels related to the motivational aspects of Task Valuation. The results obtained by the survey (quantitative and qualitative data) confirmed the quantitative effect found and, additionally, generated inputs related to other motivational aspects: the participants expressed that due to the development of the practical exercises proposed with CodeGym, they felt authentic desires to learn (Orientation of the study activities towards Intrinsic Goals), greater self-confidence to approach the learning tasks (Beliefs of Control of Learning), and better expectations to achieve their learning goals in the subject (Expectations of Self-Efficacy in Learning). Recommendations for Practitioners: The computer-assisted gamification generated a good reception by the students of Computer Programming, making the teaching-learning process pleasant and favoring the interest towards the topics generally considered as challenging. It is recommended that teachers in the area of computer programming continue adopting and using gamified tools that support and facilitate the appropriation of knowledge of their students in a dynamic and innovative way. Recommendation for Researchers: The empirical results reported in this study allow a better understanding of the real effects that gamification can have on programming students’ motivation to learn. However, there are still great challenges in trying to understand and generalize these findings. It would be interesting to deepen the results obtained by integrating gamification in environments where there are more participants and longitudinal studies where the impact is analyzed over time. Impact on Society: The results of this research showed that computer-assisted gamification generated a significant increase in the ratings related to the interest, importance, or liking towards the topics proposed in the subject of computer programming. Additionally, the participants felt authentic desires to learn (Orientation of the study activities towards Intrinsic Goals), greater self-confidence to approach the learning tasks (Beliefs of Control of Learning), and better expectations to achieve their learning goals in the subject (Expectations of Self-Efficacy in Learning). All mentioned contribute to the understanding of the real effects related to gamification in computer programming because in this way teachers and students can appropriate these methodologies in an informed way. Future Research: It would be interesting to be able to replicate the intervention carried out in this study in longitudinal research that would allow us to know the effects of gamification over a long period of time. It is also necessary to understand, through more experimental or quasi-experimental studies, the effects of computer-assisted gamification on other aspects such as academic performance, learning, active participation of students, among others.

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