Unlike conventional taught learning, video games are very successful at keeping players constantly motivated and engaged on a set of tasks for many hours without apparent loss of focus. Additionally, when playing, gamers solve complex problems without experiencing the fatigue or frustration, which would normally accompany a comparable learning task. Any methods able to deliver deep learner engagement are naturally of interest to the academic community, thus resulting in an increasing interest in adopting gamification – the integration of gaming elements, mechanics, and frameworks into non-°©‐game situations and scenarios – as a means to drive student engagement and improve information retention. However, its application to education has been a challenging task, as attempts have generally been restricted to a one-°©‐dimensional approach, such as transposing a trivial reward system onto existing teaching material. The empirical evidence presented in this paper suggests that a gamified, multi-°©‐dimensional, problem-°©‐based learning approach may yield improved outcomes even when applied to a very complex and traditionally dry task like the teaching of computer programming. This quasi-°©‐experimental study employed a real time sequence of scored quizzes, instructor feedback, and live coding to deliver a fully interactive learning experience. By using a combination of the classroom version of the TV game show “Who Wants To Be A Millionaire?”, the “Kahoot!” Classroom Response System (CRS), and Codecademy’s online interactive platform on a Python programming course, students were allowed to experience multiple interlocking methods similar to what would be found in a top quality game experience. Empirical data on learning outcomes from the gamified group were compared with a control group that followed a traditional learning path, which had been used during previous cohorts. Whilst this was a relatively small study, the results were quite interesting in a number of key metrics, including attendance, downloading of course material, and final grades.
|Title of host publication||ECGBL 2015 9th European Conference on Games Based Learning|
|Place of Publication||Reading, UK|
|Publisher||Academic Conferences and Publishing International Limited|
|Number of pages||9|
|Publication status||Published - 8 Oct 2015|
|Event||ECGBL 2015 9th European Conference on Games Based Learning - Nord-Trondelag University College, Steinkjer, Norway, 2015|
Duration: 8 Oct 2015 → …
|Conference||ECGBL 2015 9th European Conference on Games Based Learning|
|Period||8/10/15 → …|
- Game-Based Learning
- Learning and Teaching
- Technology-Enhanced Learning
- Virtual Learning Environment
- Classroom Response System
Fotaris, P., Mastoras, T., Leinfellner, R., & Rosunally, Y. (2015). From Hiscore to High Marks: Empirical Study of Teaching Programming Through Gamification. In ECGBL 2015 9th European Conference on Games Based Learning (pp. 186-194). Reading, UK: Academic Conferences and Publishing International Limited.