Does Gamification Make a Difference in Programming Education? Evaluating FGPE-Supported Learning Outcomes
While gamification has been paired with computer programming education on numerous occasions, most of the scientific reports covering the evaluation of its learning outcomes pertain to single-case specialized gamification applications with none or little chance of reuse in other institutions and cou...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Published: |
MDPI AG,
2023-09-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | While gamification has been paired with computer programming education on numerous occasions, most of the scientific reports covering the evaluation of its learning outcomes pertain to single-case specialized gamification applications with none or little chance of reuse in other institutions and courses; thus, they offer only limited replicability and comparability of results. In this work, we aim to address this gap by investigating the learning outcomes of a programming course based on the FGPE (Framework for Gamified Programming Education) platform, an open-source, fully configurable gamification platform developed specifically to support teaching and learning computer programming that can be used by any institution to support any programming-related course. This is, to the best of our knowledge, the very first study evaluating the learning outcomes of FGPE-supported programming education. Moreover, we address the question of whether students learning with gamified platforms limited to programming practice can benefit from additionally using non-gamified MOOCs by comparing the results attained in three groups differing in the choice of learning support tools (FGPE and MOOC vs. FGPE only vs. MOOC only). |
|---|---|
| Item Description: | 10.3390/educsci13100984 2227-7102 |