Gamification in Programming Education for Beginners: A Systematic Literature Mapping

• Elton Moraes dos Santos IFS
• Igor Oliveira Vasconcelos IFS

DOI: https://doi.org/10.5753/erbase.2025.13582

Abstract

This article presents a systematic mapping on the use of gamification in introductory programming education, based on studies published between 2014 and 2024. The analysis of seven selected studies showed that techniques such as progressive challenges, symbolic rewards, rankings, immediate feedback, and group activities enhance student engagement. Results indicate improvements in motivation, understanding, and persistence, especially among beginners. When well implemented, gamification helps reduce dropout rates and fosters interest in programming logic.

Keywords: Gamification, Introductory programming, Motivation, Programming education, Computer science education

References

BEZERRA, G. et al. Exploring the use of unplugged gamification on programming learners’ experience. ACM Transactions on Computing Education, v. 24, 2024. DOI: 10.1145/3686165. Acesso em: 29 maio 2025.

BIOLCHINI, J.; MIAN, P. G.; NATALI, A. C. C.; TRAVASSOS, G. H.; BARBOSA, E. F. Systematic review in software engineering. Advanced Engineering Informatics, v. 21, n. 1, p. 1–15, 2007. DOI: 10.1016/j.aei.2006.10.004. Acesso em: 5 jun. 2025.

BENNEDSEN, J.; CASPERSEN, M. E. Failure rates in introductory programming. ACM SIGCSE Bulletin, v. 39, n. 2, p. 32–36, 2007.

DETERDING, S. et al. Gamification: Toward a definition. In: PROCEEDINGS OF THE 2011 ANNUAL CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS (CHI 2011), Vancouver, 2011. p. 1–4.

DOMÍNGUEZ, A. et al. Gamifying learning experiences: Practical implications and outcomes. Computers & Education, v. 63, p. 380–392, 2013.

GREY, S.; GORDON, N. Motivating students to learn how to write code using a gamified programming tutor. Education Sciences, v. 13, n. 3, p. 230, 2023. DOI: 10.3390/educsci13030230. Acesso em: 29 maio 2025.

GUZDIAL, M. Does contextualized computing education help? ACM Inroads, v. 1, n. 4, p. 4–6, 2010.

HAMARI, J.; KOIVISTO, J.; SARSA, H. Does gamification work? – A literature review of empirical studies on gamification. In: HAWAII INTERNATIONAL CONFERENCE ON SYSTEM SCIENCES – HICSS, 47., 2014, Waikoloa. Anais.... IEEE, 2014. p. 3025–3034. DOI: 10.1109/HICSS.2014.377. Acesso em: 05 jun. 2025.

IMRAN, H. An empirical investigation of the different levels of gamification in an introductory programming course. Journal of Educational Computing Research, v. 61, n. 2, 2022. DOI: 10.1177/07356331221144074. Acesso em: 29 maio 2025.

JENKINS, T. On the difficulty of learning to program. In: PROCEEDINGS OF THE 3RD ANNUAL CONFERENCE OF THE LTSN CENTRE FOR INFORMATION AND COMPUTER SCIENCES, 2002.

KINNUNEN, P.; MALMI, L. Why students drop out CS1 course? In: PROCEEDINGS OF THE SECOND INTERNATIONAL WORKSHOP ON COMPUTING EDUCATION RESEARCH (ICER '06), Canterbury, 2006. p. 131–138.

KITCHENHAM, B.; CHARTERS, S. Guidelines for performing Systematic Literature Reviews in Software Engineering. Keele: Keele University; EBSE Technical Report, v. 2.3, 2007. (EBSE 2007-001). Disponível em: [link]. Acesso em: 22 maio 2025.

LATULIPE, C.; LONG, N.; SEMINARIO, C. Structuring flipped classes with lightweight teams and gamification. In: PROCEEDINGS OF THE 46TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION, 2015, New York. Anais... New York: ACM, 2015. p. 392–397. DOI: 10.1145/2676723.2677240. Acesso em: 29 maio 2025.

LAHTINEN, E.; ALA-MUTKA, K.; JÄRVINEN, H-M. A study of the difficulties of novice programmers. ACM SIGCSE Bulletin, v. 37, n. 3, p. 14–18, 2005.

MECCA, G. et al. Diogene-CT: Tools and methodologies for teaching and learning coding. International Journal of Educational Technology in Higher Education, v. 18, n. 1, p. 12, 2021. DOI: 10.1186/s41239-021-00246-1. Acesso em: 29 maio 2025.

PETERSEN, K. et al. Guidelines for conducting systematic mapping studies in software engineering: An update. Information and Software Technology, [S. l.], v. 64, p. 1–18, 2015. DOI: 10.1016/j.infsof.2015.03.007. Acesso em: 22 maio 2025.

ROBINS, A.; ROUNTREE, J.; ROUNTREE, N. Learning and teaching programming: A review and synthesis. Computer Science Education, v. 13, n. 2, p. 137–158, 2003. DOI: 10.1076/csed.13.2.137.14200. Acesso em: 29 maio 2025.

RODRIGUES, L. et al. Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study. International Journal of Educational Technology in Higher Education, v. 19, n. 1, 2022. DOI: 10.1186/s41239-021-00314-6. Acesso em: 29 maio 2025.

SAMPAIO, R. F.; MANCINI, M. C. Estudos de revisão sistemática: um guia para síntese criteriosa da evidência científica. Revista Brasileira de Fisioterapia, v. 11, n. 1, p. 83–89, 2007.

SUBHASH, S.; CUDNEY, E. A. Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, v. 87, p. 192–206, 2018.

TRANFIELD, D.; DENYER, D.; SMART, P. Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management, v. 14, n. 3, p. 207–222, 2003.

VESIN, B. et al. Adaptive assessment and content recommendation in online programming courses: On the use of Elo-rating. ACM Transactions on Computing Education, v. 22, n. 4, 2022. DOI: 10.1145/3511886. Acesso em: 29 maio 2025.

WATSON, R. A.; LI, F. W. B. Failure rates in introductory programming revisited. In: PROCEEDINGS OF THE 2014 CONFERENCE ON INNOVATION & TECHNOLOGY IN COMPUTER SCIENCE EDUCATION (ITiCSE ’14), Uppsala, 2014. p. 177–182. DOI: 10.1145/2591708.2591749. Acesso em: 29 maio 2025.