Gamification-based learning framework for a programming course

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

doi:10.1109/iceei.2017.8312377

Cited by 26 publications

(23 citation statements)

References 36 publications

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“…In conclusion, there is a positive level of engagements in student learning programming language Tables 3-6. Similarly to [29][30], found positive effects on the engagement of students toward the gamified learning activities and also a high improvement in learning outcomes as presented in Tables 3-6.…”

Section: Students Feedbackmentioning

confidence: 82%

“…This segment mentioned the layout a part of gamification internet site by using carried out unified modeling language. Unified modeling language (UML) is a general-purpose, design, developmental, modeling language within the area of Software Engineering that is supposed to provide a standard way to visualize the design of a machine [26][27][28][29][30]. It is essential to distinguish between the UML model and the set of diagrams of a gadget.…”

Section: Methodsmentioning

confidence: 99%

“…UML diagrams constitute two unique perspectives of a gadget version [27][28][29][30]: (1) static (or structural) view: this emphasizes the static structure of the machine using objects, attributes, operations, and relationships. The structural view includes class diagrams and composite structure diagrams; and (2) dynamic (or behavioral) view: this emphasizes the dynamic behavior of the gadget with the aid of showing collaborations among gadgets and adjustments to the internal states of items.…”

Section: Methodsmentioning

confidence: 99%

“…The students were assigned to two groups of 30 students; experimental group (Eg) and control group (Cg) and six IT teachers expert in programming language and one in the game area. Instruments used was engagements evaluation list and the interview schedule which consists of four questions adapted from previous studies [28][29][30] as explained in Table 2 and also 10 MCQ questions for the same evaluation. All the items were adapted from previous studies.…”

Section: Figure 2 Active Diagram For Gamification Applicationmentioning

confidence: 99%

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The impact of gamification on students learning engagement

Khaleel

Sahari

Wook

2020

IJECE

Self Cite

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Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to measure the impact of game elements on student’s engagements. Finally, the findings have shown the score of game elements that have a good effect on student’s engagement in the experiment group.

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Section: Students Feedbackmentioning

confidence: 82%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Figure 2 Active Diagram For Gamification Applicationmentioning

confidence: 99%

See 2 more Smart Citations

The impact of gamification on students learning engagement

Khaleel

Sahari

Wook

2020

IJECE

Self Cite

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“…Fazendo uma leitura do grafo, pode-se inferir que a gamificação ainda não é presente na engenharia de produção ou nas empresas de forma efetiva, mas ela está diretamente relacionada a utilização através dos jogos para promover a motivação. Conforme Khaleel & et al (2017) um dos propósitos da aplicação da gamificação na aprendizagem é a motivação. E de acordo com Nah (2014), o uso de jogos no processo de aprendizagem instituído educacionalmente, pode aumentar consideravelmente a motivação dos discentes.…”

Section: Fonte: Iramuteq (2020)unclassified

Jogos de empresas, serious games e gamificação no ensino da Engenharia de Produção: uma análise de conteúdo nos resumos dos artigos acadêmicos publicados nos anais dos Encontro Nacional de Engenharia de Produção (ENEGEP)

Novais

Souza

et al. 2021

RSD

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A abordagem de ensino utilizando jogos de simulação de empresas ou de negócios pode gerar uma de série de benefícios no processo de ensino-aprendizagem de disciplinas do curso de Engenharia de Produção. Sendo assim, o objetivo do artigo é levantar as características da utilização de jogos, por meio de uma pesquisa realizada em artigos publicados nos anais do Encontro Nacional de Engenharia de Produção (ENEGEP) no período de 2014 a 2019, com os termos de busca: jogo(s) de empresa(s), seriou(s) game(s), sério(s) game(s), gamification e gamificação. Através das 21 publicações selecionadas, realizou-se uma pesquisa qualitativa, através da análise de conteúdo dos resumos dos artigos, utilizando o software IRaMuTeQ, visando explorar os termos correlatos nas publicações. A utilização do software IRaMuTeq como ferramenta de processamento de dados qualitativos forneceu informações estatísticas do texto, assim como a Classificação Hierárquica Descedente (CHD), a análise de similitude e a nuvem de palavras. Os resultados mostram que os jogos e seus termos correlatos estão estreitamente ligados ao processo de ensino-aprendizagem, principalmente os termos competência, alavancar e experiência, que são termos que indicam objetivos da aplicação de jogos.

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Evaluation of gamification techniques in learning abilities for higher school students using FAHP and EDAS methods

Yin

et al. 2023

Soft Comput

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The rapid development of information technology has made a wide range of cutting-edge technologies accessible, supporting the flourishing of human existence. Modern technology has made it possible for new computer-based technological strategies like gamification. The pedagogical framework is based on the “gamification” game format, which is one of the most recent teaching strategies and has an engaging component for students. Gamification, flipped learning, and problem-based learning are three examples of the technical aspect of escape rooms. In the academic setting, gamification aims to boost student engagement and motivation in order to produce a better user experience. Gamification has been found to increase levels of participation, foster it, and improve activity outcomes. Gamification is recommended in educational settings to improve students’ achievement, focus, and contentment in light of these benefits. In order to establish an effective learning environment where students may effectively improve their learning capacities and boost their performance, it can be difficult to select a higher performing technique among the available techniques due to the ongoing use of gamification techniques. The fuzzy analytical hierarchy process (FAHP) and evaluation based on distance from average solution (EDAS) are applied in order to determine the criterion weighting and assess the techniques in order to make a good decision. The presented paper analyzed numerous game-based learning techniques along with their applications in the educational field. Additionally, ten criteria and eight gamification methodologies are used to assess and pick the prior pertinent works. By utilizing the suggested approaches, the decision problem has been resolved. The FAHP approach is used in the suggested analysis to evaluate the criteria and determine their weights. Then, using the EDAS method, places are assigned to the chosen procedures based on their evaluation score and criterion weighting. The results of the appraisal show that the gamification technique with the highest production takes first place and is regarded as the best-performing and most successful technique. On the other hand, it is clear that the technique with the lowest production takes the bottom spot and is referred to as the least expensive and lowest performing technique. In order to increase students’ motivation, which could have a substantial impact on learning, it has been discovered that gamification is a feasible strategy.

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Gamification-based learning framework for a programming course

Cited by 26 publications

References 36 publications

The impact of gamification on students learning engagement

The impact of gamification on students learning engagement

Jogos de empresas, serious games e gamificação no ensino da Engenharia de Produção: uma análise de conteúdo nos resumos dos artigos acadêmicos publicados nos anais dos Encontro Nacional de Engenharia de Produção (ENEGEP)

Evaluation of gamification techniques in learning abilities for higher school students using FAHP and EDAS methods

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