Teaching Programming with Gamified Semantics

Arawjo, Ian; Wang, Chengyao; Myers, Andrew C.; Andersen, Erik; Guimbretière, François

doi:10.1145/3025453.3025711

Cited by 45 publications

(15 citation statements)

References 49 publications

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“…The inconclusiveness of this and other similar studies (Arawjo et al, 2017) suggests that finding the right mix of autonomy, competence and self-determination is challenging and may only occur in some students and in some circumstances, given the diverse nature of the programming students. Akasaki et al (2016) posit that mixed gamification results may be due to individual preferences and personality, and that most gamification approaches are designed for average, rather than diverse people.…”

Section: Discussioncontrasting

confidence: 56%

“…In technical higher education, gamification, the use of game design elements for purposes and contexts other than normally expected (Deterding, Dixon, Khaled, & Nacke, 2011), is increasingly being used to motivate and engage students (Iosup & Epema, 2014). Gamification has been employed to teach core programming concepts (Arawjo, Wang, Myers, Andersen, & Guimbretière, 2017), improve programming skills (Barrón-Estrada, Zatarain-Cabada, & Lindor-Valdez, 2017), motivate students to develop specific skills (Rojas-López & Rincón-Flores, 2018) and to engage students (Ibanez, Di-Serio, & Delgado-Kloos, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Facey-Shaw

Specht

Rosmalen³

et al. 2019

Simulation & Gaming

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Background. Programming is a challenging and highly important topic for introducing learners to our digital world. Research has shown that motivation plays a key role in programming performance. Gamification using digital badges has the potential to influence motivation, provide social recognition and encourage learner participation. More research is recommended to evaluate its motivational impact in different contexts. Intervention. This research explores the effects of badges on the intrinsic motivation levels of introductory programming students within a higher education institution. The course is offered during the first year of the programme. We report the results of a baseline study without badges and four subsequent badge experiments of different designs over a four-year period. Methods. This quasi-experimental study followed a pre-test/post-test design to measure the effects of badges on the intrinsic motivation levels of university-level introductory programming students. Badges were designed and implemented. Feedback via focus groups and a post-badge survey was collected. Results. Findings are inconclusive as the quantitative results suggest that badges did not increase intrinsic motivation scores. Contrastingly, badge survey and qualitative data indicate that badges were received more positively on average. Discussion. We analyse and discuss the results within the context of motivation and the programming discipline, and discuss external factors that may impact the relationship between gamification and motivation. Conclusion. Further research is necessary to investigate whether gamification, through the use of digital badges, can foster positive intrinsic motivational results, particularly in the well-known challenging domain of introductory programming.

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Section: Discussioncontrasting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Facey-Shaw

Specht

Rosmalen³

et al. 2019

Simulation & Gaming

View full text Add to dashboard Cite

show abstract

“…A total of 34 participants were recruited through a participatory system at a University for this study, a participant total and composition similar to analogous studies [41], [42], [43]. Some participants were volunteers and others received extra credit for their participation.…”

Section: B Participantsmentioning

confidence: 99%

Are You Going to Answer That? Measuring User Responses to Anti-Robocall Application Indicators

Sherman

Bowers

McNamara³

et al. 2020

Proceedings 2020 Network and Distributed System Security Symposium

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Robocalls are inundating phone users. These automated calls allow for attackers to reach massive audiences with scams ranging from credential hijacking to unnecessary IT support in a largely untraceable fashion. In response, many applications have been developed to alert mobile phone users of incoming robocalls. However, how well these applications communicate risk with their users is not well understood. In this paper, we identify common real-time security indicators used in the most popular anti-robocall applications. Using focus groups and user testing, we first identify which of these indicators most effectively alert users of danger. We then demonstrate that the most powerful indicators can reduce the likelihood that users will answer such calls by as much as 43%. Unfortunately, our evaluation also shows that attackers can eliminate the gains provided by such indicators using a small amount of targetspecific information (e.g., a known phone number). In so doing, we demonstrate that anti-robocall indicators could benefit from significantly increased attention from the research community.

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“…Teamwork focused on joint problem solving or task execution may result in increased achievement in comparison to individual or competitive learning f) Continuous feedback. Tracking students' achievement, providing frequent and timely feedback and subsequent tailoring or adjustment of further learning experiences The use of gamification in teaching programming or computer science courses has recently been a topic of several empirical studies (see: Fresno et al, 2017;Arawjo et al, 2017;Fotaris et al, 2016;Ibáñez et al, 2014). However, several shortcomings of these studies can be identified: (1) using a limited number of gamification elements (e.g.…”

Section: Related Workmentioning

confidence: 99%

Achievements and Usage of Learning Materials in Computer Science Hybrid Courses

Bernik¹,

Radošević²,

Bubaš³

2019

Journal of Computer Science

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The term gamification is used to describe the implementation of computer game elements into non-game-based systems. We have expended our previous research and in this article we've introduced new concept model for comprehensive gamified approach based on literature findings. Next, we empirically tested two hypotheses regarding the learning achievement in specific topics of online university courses "3D Modeling" and "Programming II". These hypotheses were: H1-an online course designed with the use of computer game elements enables better learning achievement in comparison to traditional non-gamified e-learning and H2an online course designed with the use of computer game elements positively influences the frequency of use of the learning material. Both hypotheses were confirmed, based on which final conclusions were drawn regarding the use of gamification in computer science hybrid courses.

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Teaching Programming with Gamified Semantics

Cited by 45 publications

References 49 publications

Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Are You Going to Answer That? Measuring User Responses to Anti-Robocall Application Indicators

Achievements and Usage of Learning Materials in Computer Science Hybrid Courses

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