Academic Journal
Gamification Improves Learning: Experience in a Training Activity of Computer Programming in Higher Education
| Τίτλος: | Gamification Improves Learning: Experience in a Training Activity of Computer Programming in Higher Education |
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| Γλώσσα: | English |
| Συγγραφείς: | Rafael Mellado (ORCID |
| Πηγή: | Journal of Computer Assisted Learning. 2024 40(4):1959-1973. |
| Διαθεσιμότητα: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Ημερομηνία έκδοσης: | 2024 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, College Students, Computer Software, Technical Occupations, Programming, Gamification, Competency Based Education, Educational Objectives, Higher Education, Difficulty Level, Learning Activities |
| DOI: | 10.1111/jcal.13000 |
| ISSN: | 0266-4909 1365-2729 |
| Περίληψη: | Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data-structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest-intervention-posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Αριθμός Καταχώρησης: | EJ1431944 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 0266-4909 1365-2729 |
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| DOI: | 10.1111/jcal.13000 |