Personalized Gamification Strategies in Programming Education: A Systematic Literature Review
Abstract
This paper identifies best practices for effective gamification in programming education through a systematic literature review, covering studies from 2019 to 2024. Analyzing 45 articles, it reveals that personalized gamification strategies, considering individual student profiles, are essential for improving engagement and learning outcomes. The review highlights the importance of adapting gamification to students' characteristics, learning styles, and motivations. The conclusion emphasizes that personalized gamification is key for success, providing a more meaningful and motivating learning experience.
Keywords:
Gamification, Personalization, Programming Education, Student Engagement, Student Profiles
References
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Chaudhari, M. D., Walavalkar, S. U., Hajgude, J., Nailwal, R. I., & Parpyani, K. (2023). An Innovative Approach Towards Enhancing the Indian Higher Education Systems Using Blockchain. Proceedings of 2023 International Conference on Signal Processing, Computation, Electronics, Power and Telecommunication, IConSCEPT 2023. DOI: 10.1109/IConSCEPT57958.2023.10170288.
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Cuervo-Cely, K. D., Restrepo-Calle, F., & Ramírez-Echeverry, J. J. (2022). EFFECT OF GAMIFICATION ON THE MOTIVATION OF COMPUTER PROGRAMMING STUDENTS. Journal of Information Technology Education: Research, 21. DOI: 10.28945/4917.
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Drissi, S., Chefrour, A., Boussaha, K., & Zarzour, H. (2024). Exploring the effects of personalized recommendations on student’s motivation and learning achievement in gamified mobile learning framework. Education and Information Technologies. DOI: 10.1007/s10639-024-12477-6
Edwards, S. H., & Li, Z. (2020, November 19). A Proposal to Use Gamification Systematically to Nudge Students Toward Productive Behaviors. ACM International Conference Proceeding Series. DOI: 10.1145/3428029.3428057
Ericson, B., Hoffman, B., & Rosato, J. (2020, October 28). CSAwesome: AP CSA curriculum and professional development (practical report). ACM International Conference Proceeding Series. DOI: 10.1145/3421590.3421593
Figueiredo, J., & García-Peñalvo, F. J. (2020). Intelligent Tutoring Systems approach to Introductory Programming Courses. ACM International Conference Proceeding Series, 34–39. DOI: 10.1145/3434780.3436614
Francisco, V., Moreno-Ger, P., & Hervas, R. (2022). Application of Competitive Activities to Improve Students’ Participation. IEEE Transactions on Learning Technologies, 15(1), 2–14. DOI: 10.1109/TLT.2022.3153174
Garcia, C., & Lemos, N. (2023). The Gamification of E-learning Environments for Learning Programming. [link]
Ghaban, W., & Hendley, R. (2019). Understanding the effect of gamification on learners with different personalities. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 2, 392–400. DOI: 10.5220/0007730703920400
Hastings, J., Weitl-Harms, S., Spanier, A., Rokusek, M., & Henszey, R. (2022). ZORQ: A Gamification Framework for Computer Science Education. Proceedings - Frontiers in Education Conference, FIE, 2022-October. DOI: 10.1109/FIE56618.2022.9962487
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification. 2014 47th Hawaii International Conference on System Sciences, 3025–3034. DOI: 10.1109/HICSS.2014.377
Imran, H. (2023). An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course. Journal of Educational Computing Research, 61(4), 847–874. DOI: 10.1177/07356331221144074
Indriasari, T. D., Luxton-Reilly, A., & Denny, P. (2021). Improving Student Peer Code Review Using Gamification. ACM International Conference Proceeding Series, 80–87. DOI: 10.1145/3441636.3442308
Ioana Ghergulescu, Dan Zhao, Gabriel Miro Muntean, & Cristina Hava Muntean. (2019). Improving Learning Satisfaction in a Programming Course by Using Course-Level Personalisation with NEWTELP.
Jemmali, C., El-Nasr, M. S., & Cooper, S. (2022, September 5). The Effects of Adaptive Procedural Levels on Engagement and Performance in an Educational Programming Game. ACM International Conference Proceeding Series. DOI: 10.1145/3555858.3555892
Kanellopoulou, I., Garaizar, P., & Guenaga, M. (2021). First Steps towards Automatically Defining the Difficulty of Maze-Based Programming Challenges. IEEE Access, 9, 64211–64223. DOI: 10.1109/ACCESS.2021.3075027
Kasahara, R., Sakamoto, K., Washizaki, H., & Fukazawa, Y. (2019). Applying Gamification to Motivate Students to Write High-Quality Code in Programming Assignments. Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, 92–98. DOI: 10.1145/3304221.3319792
Katchapakirin, K., Anutariya, C., & Supnithi, T. (2022). ScratchThAI: A conversation based learning support framework for computational thinking development. Education and Information Technologies, 27(6), 8533–8560. DOI: 10.1007/s10639-021-10870-z
Kian, T. W., Sunar, M. S., & Su, G. E. (2022). The Analysis of Intrinsic Game Elements for Undergraduates Gamified Platform Based on Learner Type. IEEE Access, 10, 120659–120679. DOI: 10.1109/ACCESS.2022.3218625
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering – A systematic literature review. Information and Software Technology, 51(1), 7–15. DOI: https://doi.org/10.1016/j.infsof.2008.09.009
Krouska, A., Troussas, C., Voutos, Y., Mylonas, P., & Sgouropoulou, C. (2023). Optimizing Player Engagement in an Educational Virtual Game through Fuzzy Logic-based Challenge Adaptation. 2023 8th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference, SEEDA-CECNSM 2023. DOI: 10.1109/SEEDA CECNSM61561.2023.10470784
Liyanage, C., Kavinda, U. A. D. S., Dasanayaka, D. S., Shehara, P. G. J., & De Silva, D. I. (2022). Interactive Mobile Application for Initial Skills Development of Primary Students in Sri Lanka. 4th International Conference on Advancements in Computing, ICAC 2022 - Proceeding, 358–362. DOI: 10.1109/ICAC57685.2022.10025350
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability, 13(4). DOI: 10.3390/su13042247
Margulieux, L. E., Morrison, B. B., & Decker, A. (2020). Reducing withdrawal and failure rates in introductory programming with subgoal labeled worked examples. International Journal of STEM Education, 7(1). DOI: 10.1186/s40594-020-00222-7
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Published
2024-11-04
How to Cite
DINIZ, Patrícia; MERLIN, Bruno; PORTELA, Carlos.
Personalized Gamification Strategies in Programming Education: A Systematic Literature Review. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 774-790.
DOI: https://doi.org/10.5753/sbie.2024.242390.
