Achievements and Usage of Learning Materials in Computer Science Hybrid Courses

The term gamification is used to describe the implementation of computer game elements into non-game-based systems. We have expended our previous research and in this article we’ve introduced new concept model for comprehensive gamified approach based on literature findings. Next, we empirically tested two hypotheses regarding the learning achievement in specific topics of online university courses “3D Modeling” and “Programming II”. These hypotheses were: H1-an online course designed with the use of computer game elements enables better learning achievement in comparison to traditional non-gamified e-learning and H2-an online course designed with the use of computer game elements positively influences the frequency of use of the learning material. Both hypotheses were confirmed, based on which final conclusions were drawn regarding the use of gamification in computer science hybrid courses.

[1]  Andrija Bernik,et al.  Research on Efficiency of Applying Gamified Design into University's e-Courses: 3D Modeling and Programming , 2017, J. Comput. Sci..

[2]  Lennart E. Nacke,et al.  From game design elements to gamefulness: defining "gamification" , 2011, MindTrek.

[3]  Mila Versteeg.  Ethics & Gamification design: a moral framework for taking responsibility , 2013 .

[4]  P. Lombriser,et al.  Engaging Stakeholders in Scenario-Based Requirements Engineering with Gamification , 2015 .

[5]  Sebastian Deterding,et al.  Gamification: designing for motivation , 2012, INTR.

[6]  I. Souza-Concilio.  Games and Learning Management Systems : A Discussion about Motivational Design and Emotional Engagement , 2013 .

[7]  Yu-kai Chou,et al.  Actionable Gamification: Beyond Points, Badges, and Leaderboards , 2015 .

[8]  Vanessa De Luca,et al.  A Taxonomy of Motivational Affordances for Meaningful Gamified and Persuasive Technologies , 2015, EnviroInfo/ICT4S.

[9]  Sondre Løberg Sæter,et al.  Promotion of Reflective Learning through Gamification , 2013 .

[10]  Juho Hamari,et al.  Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification , 2014, 2014 47th Hawaii International Conference on System Sciences.

[11]  Panagiotis Fotaris,et al.  Climbing up the leaderboard: an empirical study of applying Gamification techniques to a computer programming class , 2016 .

[12]  Jesse Schell,et al.  The Art of Game Design: A book of lenses , 2019 .

[13]  Lasse Hakulinen.  Gameful Approaches for Computer Science Education: From Gamification to Alternate Reality Games , 2015 .

[14]  Michal Jakubowski.  Gamification in Business and Education – Project of Gamified Course For University Students , 2014 .

[15]  Christopher Cunningham,et al.  Gamification by Design - Implementing Game Mechanics in Web and Mobile Apps , 2011 .

[16]  K. Werbach,et al.  For the Win: How Game Thinking Can Revolutionize Your Business , 2012 .

[17]  Arturo Gonzalez-Escribano,et al.  Applying Gamification in a Parallel Programming Course , 2017 .

[18]  J. Schell.  The Art of Game Design: A Book of Lenses, Second Edition , 2014 .

[19]  Carlos Delgado Kloos,et al.  Gamification for Engaging Computer Science Students in Learning Activities: A Case Study , 2014, IEEE Transactions on Learning Technologies.

[20]  Fattaneh Taghiyareh,et al.  Analyzing the effect of game-elements in e-learning environments through MBTI-based personalization , 2016, 2016 8th International Symposium on Telecommunications (IST).

[21]  Alexandre N. Tuch,et al.  Towards understanding the effects of individual gamification elements on intrinsic motivation and performance , 2017, Comput. Hum. Behav..

[22]  Merrilea J. Mayo,et al.  Games for science and engineering education , 2007, CACM.

[23]  Andrew C. Myers,et al.  Teaching Programming with Gamified Semantics , 2017, CHI.