Gamification improves learning: Experience in a training activity of computer programming in higher education.
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 i...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 4; pp. 1959 - 1974 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178531927&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178531927 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2024 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 178531927 177103614 178531927 178531927 10.1111/jcal.13000 178531927 ppf: 1959 ppct: 15 formats: tig: atl: Gamification improves learning: Experience in a training activity of computer programming in higher education. aug: au: Mellado, Rafael Cubillos, Claudio affil: Escuela de Comercio, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile sug: subj: Gamification Learning Methods Software Education Students, College Psychosocial Factors Online Education Outcomes of Education Human Chile Male Female Adolescence Adult Experimental Studies Randomized Controlled Trials Random Assignment Colleges and Universities Students, College Engineering Pretest-Posttest Control Group Design Descriptive Statistics Two-Way Analysis of Variance Analysis of Covariance Post Hoc Analysis Computer-Assisted Instruction Task Performance and Analysis Learning Environment Adolescent: 13-18 years Adult: 19-44 years Male Female ab: 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. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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