The Impact of Gamification on Learning Outcomes of Computer Science Majors

Awada, Ahmad; Zeshan, Furkh; Khan, Muhammad Salman; Marriam, Rutab; Ali, Amjad; Samreen, Alia

doi:10.1145/3383456

Cited by 67 publications

(45 citation statements)

References 43 publications

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“…Jiang [4] states the scarcity of studies assessing the impact of gamification elements in software engineering education. Our sample included 7 studies with this type of analysis [11,21,22,23,24,25,26]. Therefore, our results support Jiang [4].…”

Section: A Evaluation Of Gamification In Software Engineering Educationsupporting

confidence: 73%

The Diversity of Gamification Evaluation in the Software Engineering Education and Industry: Trends, Comparisons and Gaps

Monteiro

Souza

Oliveira

et al. 2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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Context: gamification has been used to motivate and engage participants in software engineering education and practice activities. Problem: There is a significant demand for empirical studies for the understanding of the impacts and efficacy of gamification. However, the lack of standard procedures and models for the evaluation of gamification is a challenge for the design, comparison, and report of results related to the assessment of gamification approaches and its effects. Goal: The goal of this study is to identify models and strategies for the evaluation of gamification reported in the literature. Method: To achieve this goal, we conducted a systematic mapping study to investigate strategies for the evaluation of gamification in the context of software engineering. We selected 100 primary studies on gamification in software engineering (from 2011 to 2020). We categorized the studies regarding the presence of evaluation procedures or models for the evaluation of gamification, the purpose of the evaluation, the criteria used, the type of data, instruments, and procedures for data analysis. Results: Our results show that 64 studies report procedures for the evaluation of gamification. However, only three studies actually propose evaluation models for gamification. We observed that the evaluation of gamification focuses on two aspects: the evaluation of the gamification strategy itself, related to the user experience and perceptions; and the evaluation of the outcomes and effects of gamification on its users and context. The most recurring criteria for the evaluation are "engagement", "performance", "satisfaction", and "motivation". Finally, the evaluation of gamification requires a mix of subjective and objective inputs, and qualitative and quantitative data analysis approaches. Depending of the focus of the evaluation (the strategy or the outcomes), there is a predominance of a type of data and analysis.

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Section: A Evaluation Of Gamification In Software Engineering Educationsupporting

confidence: 73%

The Diversity of Gamification Evaluation in the Software Engineering Education and Industry: Trends, Comparisons and Gaps

Monteiro

Souza

Oliveira

et al. 2021

2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET)

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“…Gamification techniques may be used for several purposes such as increasing motivation, improving learning outcome, favoring team work and introducing young students to STEM disciplines. This is well established in the context of computer science education as discussed for example in a recent study [1] which compares the performances of groups of students exposed to gamification techniques against control groups, e.g., their peers involved in more traditional activities.…”

Section: Related Workmentioning

confidence: 98%

“…Table 1 shows the average, the standard deviation, and the median values for the three questions. All in all, the experience was highly appreciated by the participants (1). Also, most of the people found the game well balanced, i.e., neither trivial nor too complex (2), and they learned something new while playing (3).…”

Section: On-site Escape Roommentioning

confidence: 99%

See 1 more Smart Citation

A Nerd Dogma

Costa

Lualdi

Ribaudo

et al. 2020

Proceedings of the 21st Annual Conference on Information Technology Education

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Capture the flag (CTF) events challenge the skills of security experts. Although CTF are competitive events rewarding the winners with prizes and glory, their ultimate goal is to strengthen the competences of the participants. For this reason, they should attract new participants even among beginners. Nevertheless, CTF are often regarded as if they were exclusively for the security specialists. In this paper we introduce A NERD DOGMA as a CTF appetizer. Briefly, A NERD DOGMA is an entry-level CTF combined with an escape room game. The game was implemented as both an on-site facility and an online web application. Here, we describe the two implementations as well as two experiments, one of which carried out during the COVID-19 lockdown. We also discuss the preliminary results and the activities planned after these experiments. CCS CONCEPTS • Applied computing → Interactive learning environments; • Security and privacy → Human and societal aspects of security and privacy.

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“…Gamification: An increasing trend of using gamification, in computer science education, has been observed in recent years (Ahmad et al, 2020). Gamification with mobile-assisted learning can enhance the intrinsic motivation of learners (Ishaq et al, 2021).…”

Section: Open Research Issuesmentioning

confidence: 99%

Introductory programming course: review and future implications

Omer

Farooq

Abid

2021

PeerJ Computer Science

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The introductory programming course (IPC) holds a special significance in computing disciplines as this course serves as a prerequisite for studying the higher level courses. Students generally face difficulties during their initial stages of learning how to program. Continuous efforts are being made to examine this course for identifying potential improvements. This article presents the review of the state-of-the-art research exploring various components of IPC by examining sixty-six articles published between 2014 and 2020 in well-reputed research venues. The results reveal that several useful methods have been proposed to support teaching and learning in IPC. Moreover, the research in IPC presented useful ways to conduct assessments, and also demonstrated different techniques to examine improvements in the IPC contents. In addition, a variety of tools are evaluated to support the related course processes. Apart from the aforementioned facets, this research explores other interesting dimensions of IPC, such as collaborative learning, cognitive assessments, and performance predictions. In addition to reviewing the recent advancements in IPC, this study proposes a new taxonomy of IPC research dimensions. Furthermore, based on the successful practices that are listed in the literature, some useful guidelines and advices for instructors have also been reported in this article. Lastly, this review presents some pertinent open research issues to highlight the future dimensions for IPC researchers.

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The Impact of Gamification on Learning Outcomes of Computer Science Majors

Cited by 67 publications

References 43 publications

The Diversity of Gamification Evaluation in the Software Engineering Education and Industry: Trends, Comparisons and Gaps

The Diversity of Gamification Evaluation in the Software Engineering Education and Industry: Trends, Comparisons and Gaps

A Nerd Dogma

Introductory programming course: review and future implications

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