Gamified E-learning in Programming Education: A Review of Research on Engagement and Learning | Chapter 22 | Innovative Solutions: A Systematic Approach towards Sustainable Future

Conventional learning methods often fall short in effectively engaging learners, hindering the development of critical programming skills in a world demanding a skilled workforce. The integration of gamification in programming education has garnered significant attention as a potential solution to enhance engagement, motivation, and academic performance among students. It transforms the learning environment by offering interactive experiences and by focusing on particular programming skills required. This review paper synthesizes findings from recent research studies on gamified coding e-learning platforms, analyzing various gamification strategies and their impacts on learning outcomes. Gamification elements like points, badges, and leader boards foster a competitive and engaging learning environment, empowering learners to master coding skills with enthusiasm. The analysis reveals that gamification can significantly improve students’ motivation and engagement, although its effectiveness varies depending on the specific context and design of the gamified elements. This paper concludes by discussing the implications of these findings for future research and the development of more effective gamified learning environments in programming education.

 

Author (s) Details

 

Pallavi M O
Department of MCA, Acharya Institute of Technology, Bangalore, 560107, India.

 

G. Nivetha
Department of MCA, Acharya Institute of Technology, Bangalore, 560107, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-49238-47-3/CH22

Problem-Based Learning for Improving Student’ Activities and Learning Outcomes in Social Science | Chapter 4 | Research Highlights in Language, Literature and Education Vol. 3

 The purpose concerning this study is to characterize the improvement of pupils activities and learning effects of fourth-grade graduates at Putat Gede State Elementary School, Surabaya. The design and methods in this place research are classroom operation research.   The subjects concerning this study were 24 fourth-grade undergraduates from Putat Gede State Elementary School in Surabaya during the 2018/2019 academic year. Observation, knowledge outcomes tests, and proof are data group techniques. Students' partnership in the learning process was 71.86% in phase I, 81.90% in cycle II, and 85.83% in phase III. The first cycle's student education outcomes had an average profit of 74.41. The classical fullness percentage was 70.83% in the first era and increased to 78.32 in the second phase with a chaste completeness percentage of 79.16%. Cycle III's average, that includes undergraduate scores, is 82.63, and the percentage of classic completeness is 87.50%. Based on the study results, executing Problem-Based Learning can improve graduates’ activities and learning consequences for fourth-grade pupils at Putat Gede State Elementary School, Surabaya.

Author(s) Details:

Maria Veronika Roesminingsih,
Department of Non-Formal Education, Universitas Negeri Surabaya, Indonesia.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9584