The study of gamification application architecture for programming language course

Khaleel, Firas Layth; Meriam, Tengku Siti; Wook, Tengku Siti Meriam Tengku; Ismail, Amiruddin

doi:10.1145/2701126.2701222

Cited by 44 publications

(24 citation statements)

References 22 publications

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“…Hence, integrating games or play-to-learn approaches into the study curricula may potentially increase students' engagement in the programming course due to their familiarity [13,14]. Another approach would be to incorporate into the learning process elements of gamification [15][16][17], which utilize the concept of rewards, for example, achievement systems that are common in computer games [18]. Consequently, students are motivated to perform tasks and gather badges or decorations which are then presented in the socalled hall of fame [19,20].…”

Section: Related Workmentioning

confidence: 99%

Teaching programming using dedicated Arduino Educational Board

Perenc

Jaworski

Duch

2019

Comp Applic In Engineering

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This paper presents a new approach to teaching programming to undergraduate computer science students. A dedicated Arduino board along with custom application programming interface (API) was introduced into programming classes with a view to strengthen students’ engagement and improving the attractiveness of the course. The students were presented with basic functionalities of the board, which gave them a possibility to accomplish their own projects—typically video games—without any background in electronics. The level of engagement of the participants was observed by the tutors during classes and also reviewed based on questionnaires filled by 347 first‐, second‐, and third‐year undergraduates. The results indicated that the proposed approach was well received by nearly 80%, while nearly 75% of the participants expressed a wish to continue their Computer Science education using Arduino.

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Section: Related Workmentioning

confidence: 99%

Teaching programming using dedicated Arduino Educational Board

Perenc

Jaworski

Duch

2019

Comp Applic In Engineering

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“…Alguns trabalhos encontrados na literatura diferem da proposta ora apresentada por serem limitados a determinado domínio, tema ou disciplina [Khaleel et al 2015, Andrade e Canese 2013, Fernandes e Castro 2013. Em [Khaleel et al 2015],é apresentado um ambiente gamificado para cursos de linguagens de programação.…”

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“…Em [Khaleel et al 2015],é apresentado um ambiente gamificado para cursos de linguagens de programação. Sua arquiteturaé dividida em três níveis: material para linguagem Java, elementos de gamificação e projeto de interface.…”

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Gamificação em Ambientes Educacionais Ubíquos

Ferreira

Araújo

Souza

et al. 2015

Anais Do XXVI Simpósio Brasileiro De Informática Na Educação (SBIE 2015)

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Abstract. One challenge in educational computing environments is to ensure the student engagement and motivation in using their resources. In this sense, gamification concepts have been employed to adapt game elements to learningteaching activities in order to make them more engaging and attractive. This paper presents the process of design and development of a software module for gamification in Ubiquitous Learning Environments (ULEs). Besides presenting the proposed module's architecture and its implementation details, we describe its integration to a real ULE application and its use together with collaborative mechanisms for the extension and enrichment of educational content.Resumo. Um dos desafios dos ambientes computacionais voltadosà educaçãó e garantir o engajamento e manter a motivação dos estudantes em sua utilização. Nesse sentido, conceitos de gamificação têm sido explorados para adaptar elementos de jogos a atividades de ensino e aprendizagem no intuito de torná-las mais envolventes e atrativas. Este artigo apresenta o processo de concepção e desenvolvimento de um módulo de software para gamificação de Ambientes Educacionais Ubíquos (AEUs). Além da arquitetura do módulo de gamificação proposto e dos detalhes técnicos de sua implementação,é descrita sua integração a um AEU real e sua utilização conjunta com mecanismos colaborativos de extensão e enriquecimento de conteúdo educacional.

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“…Dentre as propostas que visam aumentar a motivação dos alunos em programação, encontra-se a utilização de ludificação (ou gamificação) (KHALEEL et al, 2015). Ludificação consiste na aplicação de técnicas de projeto de jogos em contextos não relacionados a jogos, como o contexto de aprendizagem.…”

Section: Quadro 4 -Problemas Relacionados àS Dificuldades Motivacionaisunclassified

“…Propostas para mitigar as dificuldades motivacionais Referências Resolução de problemas reais, como por exemplo, programação de robôs e brinquedos Huang et al (2011), Hartanto e Reye (2013), Anderson et al (2014) Aumento da frequência de avaliações Brito e Sá-Soares (2014) Abordagens de aprendizagem envolvendo colaboração, redes sociais, sessões em grupo, entre outros Chang, Chen e Lin (2012), Corney, Teague e Thomas (2010), Alberola e García-Fornes (2012), Haatainen et al (2013) Ludificação (ou gamificação) Khaleel et al (2015) "Jogos sérios" Ibrahim et al (2010Ibrahim et al ( , 2010, Karapinar et al (2012) Fonte: Elaborada pelo autor.…”

Section: Quadro 5 -Propostas Para Mitigar As Dificuldades Motivacionaisunclassified

Subsídios à integração de ferramentas de avaliação automática e sistemas de gerenciamento de aprendizagem

Souza¹

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Primeiramente, agradeço a Deus, pois foi Ele que me deu condições e me conduziu até onde estou.Em seguida, agradeço ao meu pai Noel Antonio de Souza e a minha mãe Maria Izabel Teixeira de Souza, pois dedicaram as suas vidas para que eu e meu irmão tivéssemos boas oportunidades.Agradeço aos demais familiares que me deram apoio, em especial ao meu irmão Drayton Mizael de Souza, contribuindo para o meu bem-estar e crescimento pessoal.Agradeço também aos amigos e colegas que me apoiaram, muitas vezes agindo como família.Agradeço à minha orientadora Ellen Francine Barbosa, pois me deu apoio acadêmico e pessoal durante praticamente toda a minha vida acadêmica.Agradeço ao professor Michael Kölling e a University of Kent at Canterbury (UKC) que me aceitaram para um estágio no exterior, contribuindo para o meu trabalho e para a minha formação pessoal.Agradeço aos demais professores que contribuíram para a minha formação profissional e pessoal, sejam do ICMC-USP, de outras instituições ou dos tempos de escola.Destes mesmos lugares, agradeço aos demais funcionários e servidores que me prestaram serviços de forma atenciosa e dedicada. The assessment of programming assignments is a costly task. Several tools have been proposed and developed in order to automate the repetitive tasks performed by instructors in the assessment of programming assignments and provide a faster and more adequate feedback to students. However, adding a new tool increases the overload of new information and environments that students have to deal with. Similarly, the assessment tool is one more resource that the instructor has to configure, maintain and teach students to use, spending time and effort that could be used in other pedagogical activities. For this reason, several works have been conducted to integrate assessment tools for programming assignments in learning management systems (LMSs). The integration of assessment tools into LMSs promotes their adoption in computing courses, since they will be in agreement with the LMS already familiar to students and instructors, without the need to adopt, learn and manage the submission and correction of assignments in another environment. However, these works consist only of abstract conceptual models, do not propose integration with several LMSs, or do not address certain specific difficulties faced when integrating assessment tools. In this perspective, this work aims at the proposition of the IMPACTLE architecture, a solution that allows the integration of different assessment tools for programming assignments in LMSs. The idea is that students and teachers can access the features of the tools through the LMSs they are already used to, without the need to learn how to use and adopt a new tool. Architecture prototypes were instantiated and experiments were carried out involving the use of different assessment tools through LMSs. In general, we noticed that the use of IMPACTLE enables instructors and students perform tasks related to programming activities in a more efficient, efficacious and effectiv...

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The study of gamification application architecture for programming language course

Cited by 44 publications

References 22 publications

Teaching programming using dedicated Arduino Educational Board

Teaching programming using dedicated Arduino Educational Board

Gamificação em Ambientes Educacionais Ubíquos

Subsídios à integração de ferramentas de avaliação automática e sistemas de gerenciamento de aprendizagem

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