Increasing Motivation of CS1 Non-Majors through an Approach Contextualized by Games and Media

Santana, Bianca Leite; Bittencourt, Roberto A.

doi:10.1109/fie.2018.8659011

Cited by 12 publications

(6 citation statements)

References 18 publications

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“…Specifically, we analyze data of Brazilian undergraduate students from 14 STEM 1 courses, which were enrolled at the Introductory Programming (CS1) subject. Gamification is especially valuable in that context because, oftentimes, CS1 is not motivating for STEM students, which, along with the complexity and substantial practice needed to learn the topic, leads to high drop-out and failure rates Santana and Bittencourt (2018); Fonseca et al (2020); . However, while gamification might be a way to encourage positive learning behaviors for CS1, STEM learners, there is a lack of empirical evidence on gamification's long-term effects in that context.…”

Section: Introductionmentioning

confidence: 99%

Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

Rodrigues

Pereira

Toda

et al. 2022

Int J Educ Technol High Educ

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There are many claims that gamification (i.e., using game elements outside games) impact decreases over time (i.e., the novelty effect). Most studies analyzing this effect focused on extrinsic game elements, while fictional and collaborative competition have been recently recommended. Additionally, to the best of our knowledge, no long-term research has been carried out with STEM learners from introductory programming courses (CS1), a context that demands encouraging practice and mitigating motivation throughout the semester. Therefore, the main goal of this work is to better understand how the impact of a gamification design, featuring fictional and competitive-collaborative elements, changes over a 14-week period of time, when applied to CS1 courses taken by STEM students (N = 756). In an ecological setting, we followed a 2x7 quasi-experimental design, where Brazilian STEM students completed assignments in either a gamified or non-gamified version of the same system, which provided the measures (number of attempts, usage time, and system access) to assess user behavior at seven points in time. Results indicate changes in gamification’s impact that appear to follow a U-shaped pattern. Supporting the novelty effect, the gamification’s effect started to decrease after four weeks, decrease that lasted between two to six weeks. Interestingly, the gamification’s impact shifted to an uptrend between six and 10 weeks after the start of the intervention, partially recovering its contribution naturally. Thus, we found empirical evidence supporting that gamification likely suffers from the novelty effect, but also benefits from the familiarization effect, which contributes to an overall positive impact on students. These findings may provide some guidelines to inform practitioners about how long the initial contributions of gamification last, and how long they take to recover after some reduction in benefits. It can also help researchers to realize when to apply/evaluate interventions that use gamification by taking into consideration the novelty effect and, thereby, better understand the real impact of gamification on students’ behavior in the long run.

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Section: Introductionmentioning

confidence: 99%

Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

Rodrigues

Pereira

Toda

et al. 2022

Int J Educ Technol High Educ

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“…Many of the studies are concerned with the paradigm to adopt [15] and the programming language [1,16], an old discussion [17]. Various techniques such as educational data mining have been used to predict failures in advance [18][19][20], also concerned with initial motivation [21] or promoting increased motivation [22]. Several experience reports have been made to improve the teaching-learning process and the respective success in introducing programming [23,24].…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning to Program: Umbrella Review of Introductory Programming in Higher Education

Sobral

2021

Mathematics

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Introductory programming courses in science, technology, engineering, and mathematics (STEM) degrees are critical to student success throughout the students’ academic and professional route but have traditional failure and dropout rates. The number of publications and reviews on the subject is growing, so we realize the need to prepare an umbrella review, or review of reviews, to group previous studies and extract more comprehensive and ambitious results. Based on the databases ACM, Google Scholar, IEEE, SCOPUS and Web of Science libraries, a formal search was created that resulted in 21 reviews on programming fundamentals in higher education context. Results include bibliometric information on the CS1 reviews, in the context of higher education (namely annual evolution, number and information on authors, types and sources of information, countries of affiliation, languages, keywords and most cited articles), the purpose of the reviews and research questions, methods (namely search strategy, databases used, eligibility criteria) and results (number of records and tables or divisions were made to catalog the articles). We present a taxonomy with four different types of purpose: general, specific, student group and teacher directed. We found very interesting catalogs that can serve as a tool for future work, whether by researchers in the field or by authors who intend to carry out reviews related to introduction to programming, especially in the context of higher education.

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“…In particular, CS1 is offered during the first term in 11 of these 16 courses, whilst offered in the second term for the other 5 courses. In such a situation (non-CS students learning to program), the literature [17], [22], [61] suggests that some students may be less motivated to learn, as they might fail to see the purpose that programming can have in their professional lives. Our own observations confirm this: we have collected learners' data from 2016 to 2018.…”

Section: Research Design a Teaching Settingsmentioning

confidence: 99%

Explaining Individual and Collective Programming Students’ Behavior by Interpreting a Black-Box Predictive Model

et al. 2021

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Increasing Motivation of CS1 Non-Majors through an Approach Contextualized by Games and Media

Cited by 12 publications

References 18 publications

Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

Teaching and Learning to Program: Umbrella Review of Introductory Programming in Higher Education

Explaining Individual and Collective Programming Students’ Behavior by Interpreting a Black-Box Predictive Model

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