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Learning computer programming requires problem-solving skills, coding skills and algorithmic skills which are complex and difficult to master. Computer programming is difficult because of its essence in creating a solution that requires translating it in a language understood only by the computer. This poses barriers like anxiety, panic, stress, gr...
Context in source publication
Context 1
... design and development of the game follows a structure based on the on the Player-Centered, Iterative, Interdisciplinary and Integrated framework of Vanden Abeele et, al. [29] illustrated in Fig. 1. First level starts with identification of the topics to be gamified. Data gathered from programing instructors like basic topics on basic programming arithmetic, branching statements, and loops were integrated in the game since these topics are the basic knowledge needed as foundation and used for higher programming applications. ...
Citations
... Learning computer programming requires algorithmic skills, problem-solving skills, and coding skills, which are complex and difficult to master (Mingoc and Sala, 2019). Thus, with the aim of dealing with those requirements and in order to improve the learning experience in how to program complex data structures including Linked list, Stacks, Queues, Hash table, Binary tree, Search tree, Balanced Tree, TAS tree, graph, and Dijkistra algorithm in the Java programming language, the purpose of this study was to design and develop a GAmified Mobile Leaning Framework called GAMOLEAF, which consists of three spaces used by three actors: administrator, teachers, and learners. ...
In this research, a GAmified Mobile Leaning Framework (GAMOLEAF) developed as a new intelligent application designed for mobile devices to ensure learning, assessing, and advancing learners’ knowledge in programming complex data structures in Java programming language. GAMOLEAF adopted motivational strategies to solve motivational problems during the COVID-19 pandemic by employing a gamification module, that integrates levels, scores, badges, leaderboard, and feedback. Furthermore, in order to assist learners to find useful and relevant lessons and best solutions for each data structure, GAMOLEAF incorporated personalized recommendations through two intelligent modules: a Lessons Recommendation Module (LRecM) and a problem-solving Solutions Recommender Module (PSSORecM). LrecM aims to provide learners with personalized lessons depending on the ratings collected explicitly from them. Whereas, PSSORecM bases on learners’ behaviors and directs them to consult other solutions. Both modules were based on the collaborative filtering method and used Matrix Factorization (MF) applying Singular Value Decomposition (SVD) and Negative Matrix Factorization (NMF) algorithms, respectively. To explore how the integration of personalized recommendations and gamification impact on students motivation and learning achievements in higher education to learning programming complex data structures course using mobile technologies, especially in difficult times like COVID-19, an experiment was carried out to compare the learning achievement and motivation of 90 students divided into three groups (control group, first experimental group, and second experimental group) using three versions of GAMOLEAF respectively: GAMOLEAF-V1 without gamification and without recommendation, GAMOLEAF-V2 integrating gamification only and GAMOLEAF-V3 integrating both gamification and recommendation. The One-way ANOVA (analysis of variance) test and Post hoc Tukey test were employed to analyze the performances of the three groups before and after the learning activity. The results suggested that the students who learned with GAMOLEAF-V3 using gamification and recommendation achieved significantly better learning achievement than those who learned with GAMOLEAF-V2 and GAMOLEAF-V1. From the experimental results, it was found that the gamification applied in GAMOLEAF-V2 and GAMOLEAF-V3 had significantly better effectiveness in improving only students’ motivation without improving their learning achievement. Moreover, the analysis result of the learning achievement indicated that the students in the second experimental group showed significantly higher learning achievement using GAMOLEAF-V3 in comparison with those in both the control group and the first experimental group who used GAMOLEAF-V1 and GAMOLEAF-V2 respectively. Such findings indicate that the personalized recommendations offered by the Lessons Recommendation Module (LRecM) and the problem-solving Solutions Recommender Module (PSSORecM) in GAMOLEAF-V3 may be one of the reasons why the learning achievement of students was increased.
... Viele verschiedene Kompetenzen im Bereich der Programmierung wurden gamifiziert, darunter Testen (Sherif et al., 2020), Compiler Prinzipien (Zhang et al., 2020), Debugging (Miljanovic & Bradbury, 2017), Code Readability (Mi et al., 2018) und Programmiersprachen wie beispielsweise Python (Steinmaurer et al., 2022), Java (Mingoc & Sala, 2019) oder C++ (Eagle & Barnes, 2009). Im Bereich der Algorithmen und Datenstrukturen erlernen Nutzer:innen Stacks und Queues (Stigall & Sharma, 2018) sowie Bäume (Šuníková et al., 2018;Karapinar et al., 2012), aber auch Such-und Sortieralgorithmen (Lim et al., 2022;Grivokostopoulou et al., 2016;Yohannis & Prabowo, 2015), wobei insbesondere mit Visualisierungen gearbeitet wird. ...
... The perceptions and reactions of consumers should be further and continually investigated to reach effective designs of the gamified service with respect to co-creating activities. Consequently, proper concept design according to the service context and user-contribution would include topic selection, game concept analysis, and game element preparation analysis for achieving the goals of a gamified application (Mingoc et al., 2019). ...
Purpose
Drawing from the Personal Construct Theory, this study aims to analyze the impact of using gamified apps on user behavior by investigating the service-related images and individual preferences of Generation Z (GenZ) consumers, as these emerge from gamified applications in a tourism context.
Design/methodology/approach
The repertory grid analysis (RGA) elicited the top elements that reflect GenZer perceptions in tourism from empirical studies in the UK and Greece. Generalized procrustes analysis was used to investigate the structure of the data for the creation of representative consensus biplots of the most important conceptual constructs to advance consumer decision-making modeling via gamification.
Findings
As per different gamified app best-practices considered, the authors extract not only common perceptual elements (e.g. place informative aspects, exploration, lodgings, food/catering) but also different image components (e.g. virtual/interactive, business vs commercial traveling, entertainment, heritage/cultural informative aspects) from comparing UK with Greek GenZers’ responses. These extracted attributes are then presented in two dimensional charts, respectively, toward creating tourist perception scales.
Research limitations/implications
Notwithstanding the wide availability of gamified apps, research on gamification design in tourism and hospitality is still in the early phase. This study demonstrates the need to identify and optimize the formation of different images among GenZers. It also highlights the advantageous nature of the proposed combination of procrustes analysis with the RGA.
Originality/value
To the best of the authors’ knowledge, this research is among the first empirical ones toward creating scales for measuring tourist perceptions of GenZers coming from different consumer markets. It responds to scholars’ recent calls for better informing gamification design and improving contemporary consumer experience.
... Pertama, dalam sepuluh tahun terakhir ini penelitian banyak fokus pada Gamification design [11]- [15], hal ini dapat dibuktikan bahwa Gamification design adalah cluster terbesar dalam analisis mapping yang disajikan OKM pada penelitian ini. Gamification design yang telah dilakukan pada penelitian-penelitian sebelumnya mencakup beberapa bidang, diantaranya pada penelitian [16]- [18] telah melakukan kajian literatur review yang fokus pada peningkatan produktifitas karyawan, pada penelitian [19], [20] dan [21] fokus pada loyalitas pelanggan. Selain itu Gamification design juga dikembangkan pada bidang kesehatan [22]- [26] dan juga dalam bidang pendidikan [27]- [31]. ...
Artikel ini melaporkan tentang kajian penelusuran mengenai perkembangan bidang gamification dalam 10 tahun terakhir. Sumber data diperoleh dari meta data publikasi jurnal ilmiah, tesis, dan disertasi dalam rentang tahun 2012 hingga 2022. Kajian ini menggunakan metode penelusuran literature review yang mengkombinasikan aplikasi Open Knowledge Map (OKM) dan Vos Viewer (VV) dimana data diolah dengan mengikuti prosedur aplikasi yang digunakan kemudiaan dianalisis. Hasil kajian ini menyajikan pemetaan dan analisis peluang-peluang riset masa depan terkait gamification dan bagaimana keterkaitan antar penelitian dalam membentuk state of the art penelitian. OKM digunakan untuk memetakan kluster-kluster bidang gamification, sedangkan VV berperan untuk melihat kluster gamifikasi dengan analisis dan sumber yang berbeda. Berdasarkan hasil analisis, terdapat kecenderungan sub bidang gamification design menjadi topik yang memiliki literatur terbanyak, terkini dan te relasi dengan beberapa sub topik. Untuk itu peluang penelitian di sub bidang ini masih terbuka luas dan masih perlu untuk dikembangkan.
... Tingginya tingkat kegagalan mahasiswa dalam menguasai bidang ini menjadi salah satu permasalahan yang penting untuk diselesaikan [7]. Salah satu tingginya kegagalan dalam memahami bahasa pemrograman adalah komplektsitas komponen yang harus dikuasai oleh mahasiswa [8]. ...
... Kemudahan dalam bentuk visualisasi ini diciptakan untuk para pemula agar mereka tidak kehilangan motivasi belajar, dan pada akhirnya dapat mengurangi kegagalan dalam mempelajari bahasa pemrograman [9]. Pustaka puzzle yang telah dikembangkan selama ini telah mampu membantu para pemula [8][10], namun beberapa pustaka ini masih belum berfokus pada proses pembelajaran karena pengembangan masih berfokus pada penyunting Bahasa pemrograman saja. ...
Salah satu permasalahan yang sering dihadapi para pemula dalam mempelajari bahasa pemrograman adalah rumitnya sintak yang harus dipelajari. Pustaka Blockly merupakan solusi yang bisa ditempuh untuk mengurangi kesalahan penulisan sintak bahasa pemrograman. Blockly memungkinkan penggunanya untuk menulis sintaks bahasa pemrograman secara visual, pengguna cukup menata puzzle kemudian susunan puzzle dapat dibangkitkan secara otomatis menjadi skrip bahasa pemrograman. Namun demikian, pustaka Blockly hanyalah sebatas tools untuk penyunting. Blockly belum dilengkapi dengan fitur alur pembelajaran, agar materi dapat tersampaikan ke pengguna, kita harus mengatur alur pembelajaran yang baik. Learning Management System (LMS) merupakan sistem pengolah konten pembelajaran yang telah menyediakan fitur alur pembelajaran. Penelitian ini bertujuan untuk menggabungkan kelebihan yang dimiliki pustaka Blockly dengan kelebihan yang dimiliki oleh sistem LMS sehingga menjadi sebuah media pembelajaran bahasa pemrograman yang baik. Alur pembelajaran disusun dengan mengutamakan pemahaman pola penulisan sintak melalui serangkaian simulasi, baru kemudian diikuti penjelasan teori dan diskusi. Hasil tanggapan pengguna terhadap media pembelajaran ini menunjukkan efektifitas sebesar 79%, kemenarikan 81 % dan efisiensi sebesar 81%.
... Several studies have found that engaging learning can boost students" motivation and attention. Gamification provides a solution to this problem [9]- [11]. Gamification is the application of game mechanics and activities to an environment where the primary goal is not entertainment [12]. ...
... Gamification is the application of game mechanics and activities to an environment where the primary goal is not entertainment [12]. It has been used extensively in education with positive results [4], [11]- [14]. ...
... The dynamics component includes: 1) emotion, which is present when students receive feedback from the teacher; 2) narrative, which is a challenge framed in a story; 3) progression, which allows students to see their progress; and 4) social, which allows for teamwork. Mechanics comprises challenges and opportunities, while points, badges, avatars and leaderboards are among the components [11], [16], [18]- [20]. Table I shows how the three elements are organised. ...
Student motivation is one of many issues within programming learning. For a variety of reasons, students consider programming to be a challenging topic. Gamification in programming learning has been found to increase students’ interest, engagement and motivation in learning. However, the use of gamification also has limitations in terms of technical aspects, implementation and results. This research investigates the use of gamification in programming learning and various conclusions derived from the Systematic Literature Review approach. This study has the following problem statements: 1) the obstacles faced by students in learning programming; 2) the technical implementation of gamification, such as the technology, features and game aspects employed; and 3) the influence of gamification implementation on programming learning. The findings of this study help in determining whether the use of gamification through game features can help students overcome obstacles.
... Moreover, because it is in the game mechanics to solve these tasks to progress the level, students are more motivated to put forth more effort to accomplish the machine problems (Figueiredo & García-Peñalvo, 2020). Similar findings were found in gamifying basic Java computer programming (Mingoca & Sala, 2019). ...
Coding is widely regarded as a fundamental skill of the 21st century. Yet, there is still a shortage of programmers worldwide which disproportionately affect the innovation goals of many sectors. In this study, we evaluated the installment of a Python programming gamified course in higher education, and measure its effect on students’ knowledge, attitude, self-efficacy, and skills performance. Two sections with 50 students each were randomly assigned to experimental or control groups. After one semester, the experimental group exhibited significantly higher scores in laboratory activities (skills performance) compared to the control group. Furthermore, they demonstrated a significant improvement with reference to attitude and self-efficacy before and after intervention. Therefore, we concluded that the use of a Python programming gamified course was an effective method for students to learn coding and programming concepts. The use and installation of a gamified course in learning other computer programming languages is highly recommended.
... The Octalysis score is 6 out of 7 and has a good motivation for learning. Also, the gamification system has a balanced extrinsic and intrinsic motivation for students [25]. ...
Gamification is described as the art of changing human activity to a game-like environment to gain user engagement. Rimigs is a developed gamification system discussed in this research and was built based on Octalysis Framework. This research aims to design and identify the impact of using a gamification system on students’ motivation and performance, especially in Programming classes. Through Rimigs, students’ engagement and performance can be enhanced by freely choosing tasks or quests according to the rank points, completing these tasks or quests, getting experience points, getting rewards, avoiding punishment at certain times, and competing with others friends. The proposed research was done by using the iterative methodologies and consists of four phases, starting from (1) literature review, which identifies the Octalysis’ core, (2) design, which identifies the game elements used in the system and designing the UML diagram of the system, (3) testing, which involve the user in the using of the system, and (4) implementation, which is the analysis step for the impact of Rimigs in students’ performance and engagement. This research finds that Rimigs as a gamification system can positively impact both students’ motivation and performance.
... The generated report as shown in Figure 5 records the data for every 5 seconds which can be modified as per the requirement [29]. The interval can be increased for reports of longer duration to make it more readable and reduce the memory occupied by each file. ...
This paper presents “Connection Status Report Generator” which is an auto executable application and it generates a detailed textual and pictorial representation of the network connectivity status of a particular computer and sends the generated reports to the concerned party. The features developed in this paper aim to constantly monitor the network connectivity status as well as ease the troubleshooting process of finding the major cause of call-drops which is a popular problem in every industry. This paper is divided into three major sub-categories of real-time connection status tracker, report generator, and the image viewer interface. The proposed executable application is coded in Java and designed to run as a background application with minimal system prerequisites.
... This level has increased in the last 10 years as additional programming environments have become available and interest in the benefits of coding for student of all ages has grown. However, the majority of studies of coding still focus on participants at the undergraduate level (e.g., Mingoc & Sala, 2019) and languages such as Python and JavaScript. Recently, however, literature that emphasizes coding with elementary school students has become more prevalent. ...
Several gaps exist in the literature on coding. First, little exploration has focused on early elementary school students. In addition, close description of the overall context of coding tasks at this level is rare. Further, there is a need for both teacher and student voices around coding experiences to be heard. Moreover, a task engagement framework has not been used to evaluate the process or outcomes of early elementary coding tasks. Therefore, an exploratory holistic case study design was used to investigate student and teacher processes and outcomes of coding lessons in order to fill gaps in the literature. In this study, forty-six 2nd grade students, two teachers, and four researchers completed two one-week units on basic coding. Multiple descriptive and numeric data sources were employed to describe the process and outcomes of learning coding. Conclusions include: (1) teachers should start learning about coding first with short awareness sessions and then move to their own classrooms with knowledge brokers and other forms of assistance; (2) a focus on content and process, including problem-solving, is effective for coding with young children; (3) there can be a high level of engagement for teachers and students with the use of robots and welldesigned, age-appropriate coding tasks, and; (4) multiple data sources and the inclusion of both teacher and student data are essential in exploring coding in classrooms.
