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GAMIFICATION IN COMPUTER SCIENCE COURSES: A LITERATURE REVIEW

Yıl 2021, Cilt: 4 Sayı: 2, 90 - 106, 31.08.2021

Öz

The complicated, boring problems in computer science learning make them lack motivation during the COVID-19 pandemic. The further exciting and appealing educational setting is the more significant learners' participation in the learning challenge. A traditional setting was not appealing too much, creating a dull environment that has no learning motivation. Gamification is often used as an instrument for motivating learners and increasing their commitment. A study analyzes several previous research types in this field to assess gamification's effect on higher education students in a computer science course. The results conclude that gamification enhances the interest and encouragement of the learners. Also, it improves computer science curriculum training and knowledge of a complicated topic, providing learners with optional barriers. While they are beneficial, pedagogical games may have drawbacks that impact either emotionally and physically learners. The most popular gamification elements used during computer science classes were badges, leaderboards, score, level, and feedback. They were the most commonly known feature of the game in learning computer science. Implementing components of gamification in education is a resource that can motivate learners in computer science education. Gamification can give positive outcomes for students' achievement and the teaching and learning process framework, which teachers increasingly accept. Further research is required to determine if this transforms into an effect on finished performance and governs particular group impacts. Students' academic achievement and results in the computer science curriculum must develop a broader amount of knowledge on the utility through gamification.

Kaynakça

  • Abdool, A., Ringis, D., Maharajh, A., Sirju, L., & Abdool, H. (2017, October). DataRPG: Improving student motivation in data science through gaming elements. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
  • Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational Gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management, and Technology, 7(4), 132-136.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
  • Azmi, S., Iahad, N. A., & Ahmad, N. (2016, October). Attracting students' engagement in programming courses with gamification. In 2016 IEEE Conference on e-Learning, e-Management, and e-Services (IC3e) (pp. 112-115). IEEE.
  • Baxter, R. J., Holderness Jr, D. K., & Wood, D. A. (2016). Applying basic gamification techniques to IT compliance training: Evidence from the lab and field. Journal of Information Systems, 30(3), 119-133.
  • Begosso, L. R., Begosso, L. C., da Cunha, D. S., Pinto, J. V., Lemos, L., & Nunes, M. (2018). The use of gamification for teaching algorithms. In FedCSIS Communication Papers (pp. 225-231).
  • Borna, K., & Rad, H. M. (2018, November). Serious Games in Computer Science Learning Goals. In 2018 2nd National and 1st International Digital Games Research Conference: Trends, Technologies, and Applications (DGRC) (pp. 161-166).
  • Butler, S., & Ahmed, D. T. (2016). Gamification to engage and motivate students to achieve computer science learning goals. In 2016 International Conference on Computational Science and Computational Intelligence (pp. 237-240).
  • IEEE. Costello, R., & Lambert, M. (2019). Motivational influences for higher education (HE) students. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(1), 38-50.
  • de Pontes, R. G., Medeiros, K. H., Guerrero, D. D., & de Figueiredo, J. C. (2018, October). Analyzing the impact of leaderboards in introductory programming courses' short-length activities. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
  • De-Marcos, E. Garcia-Lopez, & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification, and social networking. Comput. Educ., 95, 99–113.
  • Dib, H., & Adamo-Villani, N. (2013). Dangerous sustainability challenge game to promote teaching and learning of building sustainability. Journal of Computing in Civil Engineering, 28(5), 5–8.
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed, and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9-17.
  • Dicheva, K. Irwin, C. Dichev, S. Talasila, and W. Salem, (2014) "A course gamification platform supporting student motivation and engagement," Proceedings of the IEEE International Conference on Web and Open Access to Learning, pp. 1-4.
  • Dolgopolovas, V., Savulionienė, L., & Dagienė, V. (2014). Enhancing students' motivation in the inverted CS2 course: A Case study. In Proceedings of the International Conference on e-Learning 2014 (pp. 137-141). Tenerife, Spain: Education, Audiovisual, and Culture Executive Agency.
  • Elshiekh, R., & Butgerit, L. (2017). Using gamification to teach students programming concepts. Open Access Library Journal, 4(8), 1-7.
  • Entertainment Software Association (ESA). (2013). Essential facts about the computer and video game industry. Washington, DC: ESA.
  • Epema & Iosup, (2014) "experience report on using gamification in technical higher education. Proceedings of the 45th ACMTech. Symp. Comput. Sci. Educ., pp. 27–32.
  • F. L. Khaleel, N. S. Ashaari, T. S. M. T. Wook, and A. Ismail, (2017). "Gamification-based learning framework for a programming course," Proceedings of the IEEE 6th International Conference on Electrical Engineering and Informatics, pp. 1-6.
  • Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 27-36.
  • Falkner, N. J., & Falkner, K. E. (2014, November). " Whither, badges?" or" wither, badges!" a metastudy of badges in computer science education to clarify effects, significance, and influence. In Proceedings of the 14th Koli calling an international conference on computing education research (pp. 127-135).
  • Fotaris, T. Mastoras, R. Leinfellner, and Y. Rosunally (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class.
  • Electron. J. e-Learning, 14(2), 94–110. Frącz, W. (2015, September). An empirical study inspecting the benefits of gamification applied to university classes. In 2015 7th Computer Science and Electronic Engineering Conference (CEEC) (pp. 135-139).
  • IEEE. Gari, M. R. N. (2019). Using cyberlearning environment to improve student's learning and engagement in introductory computer programming courses (Unpublished doctoral dissertation). North Dakota State University.
  • Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439.
  • Grivokostopoulou, I. Perikos, and I. Hatzilygeroudis, (2016). An innovative educational environment based on virtual reality and gamification for learning search algorithms, Proceedings of the IEEE 8th Int. Conf. Technol. Educ., pp. 110–115.
  • Hakulinen, L. (2015). Gameful approaches for computer science education: from gamification to alternate reality games. Retrieved from https://aaltodoc.aalto.fi/handle/123456789/15756
  • Hakulinen, L., & Auvinen, T. (2014, April). The effect of gamification on students with different achievement goal orientations. In 2014 international conferences on teaching and learning in computing and engineering (pp. 9-16). IEEE.
  • Hamari, J., & Koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419-431.
  • Hamari, K., Huotari J., & Tolvanen, A. (2015). Gamification and economics: Approaches, Issues, Applications, Cambridge: MIT Press, pp. 139–161.
  • Hasan, N., & Bao, Y. (2020). Impact of "e-Learning crack-up" perception on psychological distress among college students during COVID-19 Pandemic: A mediating role of "fear of academic year loss. Children and Youth Services Review, 118, 1-9.
  • Hu, J. (2019). Gamification education: Enjoy learning like gaming: By Sangkyun Kim, King Song, Barbara Lockee, and John Burton. Switzerland: Springer International Publishing AG.
  • Iancu, B. (2019). Gamification applied in computer science education: A preliminary approach. Academy of Economic Studies. Economy Informatics, 19(1), 52-58.
  • Ibanez, A. Di-Serio, and C. Delgado-Kloo, (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
  • Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 27-32).
  • Kayımbaşıoğlu, D., Oktekin, B., & Hacı, H. (2016). Integration of gamification technology in education. Procedia Computer Science, 102, 668-676.
  • Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education, Proceedings of the 9th International Balkan Education and Science Conference, pp. 15.
  • Kyrkjebø, E. (2020). A guide to student-active online learning in engineering. Modeling, Identification and Control, 41(2), 91-107.
  • Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72-77.
  • Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-22.
  • Mejias, M., Jean-Pierre, K., & Burge III, L. (2015). Meaningful Gamification of a Computer Science Department: Considerations and Challenges. In Proceedings of the International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS) (p. 10). The Steering Committee of The World Congress in Computer Science, Computer Engineering, and Applied Computing (WorldCom).
  • Morreale, P., Diplan, N., & York, D. (2019, July). A Gamification Pathway for Computer Science Student Success. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 317-317).
  • Nicholson, S. (2015). A recipe for meaningful gamification. In gamification in education and business (pp. 1-20). Springer, Cham.
  • Oktaviati, R., & Jaharadak, A. A. (2018). The impact of using gamification in learning computer science for students at university. International Journal of Engineering & Technology, 7(4), 121-125. Ortiz Rojas, M. E., Chiluiza, K., & Valcke, M. (2017). Gamification in computer programming: Effects on learning, engagement, self-efficacy, and intrinsic motivation. In 11th European Conference on Game-Based Learning (ECGBL) (pp. 507-514).
  • Oztemel, E., & Gursev, S. (2020). Literature review of Industry 4.0 and related technologies. Journal of Intelligent Manufacturing, 31(1), 127-182.
  • Permana, Y. A., Kusumo, D. S., & Nurjanah, D. (2018, May). Gamification for Learning Basic Algorithm. In 2018 6th International Conference on Information and Communication Technology (ICoICT) (pp. 402-408). IEEE.
  • Pinter, R., Čisar, S. M., Balogh, Z., & Manojlović, H. (2020). Enhancing higher education student class Attendance through gamification. Acta Polytechnica Hungarica, 17(2), 13-33.
  • Rahman, M. H. A., Ismail, D., Noor, A. Z. B. M., & Salleh, N. S. B. M. (2018). Gamification elements and their impacts on teaching and learning–a review. The International Journal of Multimedia & Its Applications (IJMA), 10(6), 37-46.
  • Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015). Understanding the principles of gamification. Business Horizons, 58(4), 411-420.
  • Rojas-López, A., & Rincón-Flores, E. G. (2018, July). Gamification as a learning scenario in a programming course of higher education. In International Conference on Learning and Collaboration Technologies (pp. 200-210). Springer, Cham.
  • Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the Classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666.
  • Sanmugam, M., Zaid, N. M., Abdullah, Z., Aris, B., Mohamed, H., & van der Meijden, H. (2016, December). The impacts of infusing game elements and gamification in learning. In 2016 IEEE 8th international conference on engineering education (ICEED) (pp. 131-136).
  • IEEE. Schefer-Wenzl, S., & Miladinovic, I. (2018). Teaching software engineering with gamification elements. International Journal of Advanced Corporate Learning (iJAC), 11(1), 48-51.
  • Schulz, R., Isabwe, G. M., & Reichert, F. (2015, August). Ethical issues of gamified ICT tools for higher education. In the 2015 IEEE Conference on e-Learning, e-Management, and e-Services (IC3e) (pp. 27-31).
  • IEEE. Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31. Sheldon,
  • L. (2012). The multiplayer classroom: Designing coursework as a game. Boston, MA: Course Technology Press.
  • Sherriff, M., Floryan, M., & Wert, D. (2016). Achievement unlocked: Investigating which gamification elements motivate students. In ASEE Annual Conference & Exposition, New Orleans, Louisiana (Vol. 10, p. 26500).
  • Smiderle, R., Marques, L., Coelho, J. A. P. D. M., Rigo, S. J., & Jaques, P. A. (2019, July). Studying the Impact of Gamification on Learning and Engagement of Introverted and Extroverted Students. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) (Vol. 2161, pp. 71-75).
  • IEEE. Sprint, G., & Cook, D. (2015, March). Enhancing the CS1 student experience with gamification. In 2015 IEEE Integrated STEM Education Conference (pp. 94-99). IEEE.
  • Su, C., & Cheng, C. (2015). A mobile gamification learning system for improving learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268–286. Suppan,
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Yıl 2021, Cilt: 4 Sayı: 2, 90 - 106, 31.08.2021

Öz

Kaynakça

  • Abdool, A., Ringis, D., Maharajh, A., Sirju, L., & Abdool, H. (2017, October). DataRPG: Improving student motivation in data science through gaming elements. In 2017 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
  • Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational Gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management, and Technology, 7(4), 132-136.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
  • Azmi, S., Iahad, N. A., & Ahmad, N. (2016, October). Attracting students' engagement in programming courses with gamification. In 2016 IEEE Conference on e-Learning, e-Management, and e-Services (IC3e) (pp. 112-115). IEEE.
  • Baxter, R. J., Holderness Jr, D. K., & Wood, D. A. (2016). Applying basic gamification techniques to IT compliance training: Evidence from the lab and field. Journal of Information Systems, 30(3), 119-133.
  • Begosso, L. R., Begosso, L. C., da Cunha, D. S., Pinto, J. V., Lemos, L., & Nunes, M. (2018). The use of gamification for teaching algorithms. In FedCSIS Communication Papers (pp. 225-231).
  • Borna, K., & Rad, H. M. (2018, November). Serious Games in Computer Science Learning Goals. In 2018 2nd National and 1st International Digital Games Research Conference: Trends, Technologies, and Applications (DGRC) (pp. 161-166).
  • Butler, S., & Ahmed, D. T. (2016). Gamification to engage and motivate students to achieve computer science learning goals. In 2016 International Conference on Computational Science and Computational Intelligence (pp. 237-240).
  • IEEE. Costello, R., & Lambert, M. (2019). Motivational influences for higher education (HE) students. International Journal of Online Pedagogy and Course Design (IJOPCD), 9(1), 38-50.
  • de Pontes, R. G., Medeiros, K. H., Guerrero, D. D., & de Figueiredo, J. C. (2018, October). Analyzing the impact of leaderboards in introductory programming courses' short-length activities. In 2018 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
  • De-Marcos, E. Garcia-Lopez, & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification, and social networking. Comput. Educ., 95, 99–113.
  • Dib, H., & Adamo-Villani, N. (2013). Dangerous sustainability challenge game to promote teaching and learning of building sustainability. Journal of Computing in Civil Engineering, 28(5), 5–8.
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed, and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 9-17.
  • Dicheva, K. Irwin, C. Dichev, S. Talasila, and W. Salem, (2014) "A course gamification platform supporting student motivation and engagement," Proceedings of the IEEE International Conference on Web and Open Access to Learning, pp. 1-4.
  • Dolgopolovas, V., Savulionienė, L., & Dagienė, V. (2014). Enhancing students' motivation in the inverted CS2 course: A Case study. In Proceedings of the International Conference on e-Learning 2014 (pp. 137-141). Tenerife, Spain: Education, Audiovisual, and Culture Executive Agency.
  • Elshiekh, R., & Butgerit, L. (2017). Using gamification to teach students programming concepts. Open Access Library Journal, 4(8), 1-7.
  • Entertainment Software Association (ESA). (2013). Essential facts about the computer and video game industry. Washington, DC: ESA.
  • Epema & Iosup, (2014) "experience report on using gamification in technical higher education. Proceedings of the 45th ACMTech. Symp. Comput. Sci. Educ., pp. 27–32.
  • F. L. Khaleel, N. S. Ashaari, T. S. M. T. Wook, and A. Ismail, (2017). "Gamification-based learning framework for a programming course," Proceedings of the IEEE 6th International Conference on Electrical Engineering and Informatics, pp. 1-6.
  • Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 27-36.
  • Falkner, N. J., & Falkner, K. E. (2014, November). " Whither, badges?" or" wither, badges!" a metastudy of badges in computer science education to clarify effects, significance, and influence. In Proceedings of the 14th Koli calling an international conference on computing education research (pp. 127-135).
  • Fotaris, T. Mastoras, R. Leinfellner, and Y. Rosunally (2016). Climbing up the leaderboard: An empirical study of applying gamification techniques to a computer programming class.
  • Electron. J. e-Learning, 14(2), 94–110. Frącz, W. (2015, September). An empirical study inspecting the benefits of gamification applied to university classes. In 2015 7th Computer Science and Electronic Engineering Conference (CEEC) (pp. 135-139).
  • IEEE. Gari, M. R. N. (2019). Using cyberlearning environment to improve student's learning and engagement in introductory computer programming courses (Unpublished doctoral dissertation). North Dakota State University.
  • Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439.
  • Grivokostopoulou, I. Perikos, and I. Hatzilygeroudis, (2016). An innovative educational environment based on virtual reality and gamification for learning search algorithms, Proceedings of the IEEE 8th Int. Conf. Technol. Educ., pp. 110–115.
  • Hakulinen, L. (2015). Gameful approaches for computer science education: from gamification to alternate reality games. Retrieved from https://aaltodoc.aalto.fi/handle/123456789/15756
  • Hakulinen, L., & Auvinen, T. (2014, April). The effect of gamification on students with different achievement goal orientations. In 2014 international conferences on teaching and learning in computing and engineering (pp. 9-16). IEEE.
  • Hamari, J., & Koivisto, J. (2015). Why do people use gamification services? International Journal of Information Management, 35(4), 419-431.
  • Hamari, K., Huotari J., & Tolvanen, A. (2015). Gamification and economics: Approaches, Issues, Applications, Cambridge: MIT Press, pp. 139–161.
  • Hasan, N., & Bao, Y. (2020). Impact of "e-Learning crack-up" perception on psychological distress among college students during COVID-19 Pandemic: A mediating role of "fear of academic year loss. Children and Youth Services Review, 118, 1-9.
  • Hu, J. (2019). Gamification education: Enjoy learning like gaming: By Sangkyun Kim, King Song, Barbara Lockee, and John Burton. Switzerland: Springer International Publishing AG.
  • Iancu, B. (2019). Gamification applied in computer science education: A preliminary approach. Academy of Economic Studies. Economy Informatics, 19(1), 52-58.
  • Ibanez, A. Di-Serio, and C. Delgado-Kloo, (2014). Gamification for engaging computer science students in learning activities: A case study. IEEE Transactions on Learning Technologies, 7(3), 291-301.
  • Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 27-32).
  • Kayımbaşıoğlu, D., Oktekin, B., & Hacı, H. (2016). Integration of gamification technology in education. Procedia Computer Science, 102, 668-676.
  • Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education, Proceedings of the 9th International Balkan Education and Science Conference, pp. 15.
  • Kyrkjebø, E. (2020). A guide to student-active online learning in engineering. Modeling, Identification and Control, 41(2), 91-107.
  • Li, C., Dong, Z., Untch, R. H., & Chasteen, M. (2013). Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72-77.
  • Lister, M. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues and Trends in Educational Technology, 3(2), 1-22.
  • Mejias, M., Jean-Pierre, K., & Burge III, L. (2015). Meaningful Gamification of a Computer Science Department: Considerations and Challenges. In Proceedings of the International Conference on Frontiers in Education: Computer Science and Computer Engineering (FECS) (p. 10). The Steering Committee of The World Congress in Computer Science, Computer Engineering, and Applied Computing (WorldCom).
  • Morreale, P., Diplan, N., & York, D. (2019, July). A Gamification Pathway for Computer Science Student Success. In Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education (pp. 317-317).
  • Nicholson, S. (2015). A recipe for meaningful gamification. In gamification in education and business (pp. 1-20). Springer, Cham.
  • Oktaviati, R., & Jaharadak, A. A. (2018). The impact of using gamification in learning computer science for students at university. International Journal of Engineering & Technology, 7(4), 121-125. Ortiz Rojas, M. E., Chiluiza, K., & Valcke, M. (2017). Gamification in computer programming: Effects on learning, engagement, self-efficacy, and intrinsic motivation. In 11th European Conference on Game-Based Learning (ECGBL) (pp. 507-514).
  • Oztemel, E., & Gursev, S. (2020). Literature review of Industry 4.0 and related technologies. Journal of Intelligent Manufacturing, 31(1), 127-182.
  • Permana, Y. A., Kusumo, D. S., & Nurjanah, D. (2018, May). Gamification for Learning Basic Algorithm. In 2018 6th International Conference on Information and Communication Technology (ICoICT) (pp. 402-408). IEEE.
  • Pinter, R., Čisar, S. M., Balogh, Z., & Manojlović, H. (2020). Enhancing higher education student class Attendance through gamification. Acta Polytechnica Hungarica, 17(2), 13-33.
  • Rahman, M. H. A., Ismail, D., Noor, A. Z. B. M., & Salleh, N. S. B. M. (2018). Gamification elements and their impacts on teaching and learning–a review. The International Journal of Multimedia & Its Applications (IJMA), 10(6), 37-46.
  • Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015). Understanding the principles of gamification. Business Horizons, 58(4), 411-420.
  • Rojas-López, A., & Rincón-Flores, E. G. (2018, July). Gamification as a learning scenario in a programming course of higher education. In International Conference on Learning and Collaboration Technologies (pp. 200-210). Springer, Cham.
  • Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the Classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666.
  • Sanmugam, M., Zaid, N. M., Abdullah, Z., Aris, B., Mohamed, H., & van der Meijden, H. (2016, December). The impacts of infusing game elements and gamification in learning. In 2016 IEEE 8th international conference on engineering education (ICEED) (pp. 131-136).
  • IEEE. Schefer-Wenzl, S., & Miladinovic, I. (2018). Teaching software engineering with gamification elements. International Journal of Advanced Corporate Learning (iJAC), 11(1), 48-51.
  • Schulz, R., Isabwe, G. M., & Reichert, F. (2015, August). Ethical issues of gamified ICT tools for higher education. In the 2015 IEEE Conference on e-Learning, e-Management, and e-Services (IC3e) (pp. 27-31).
  • IEEE. Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31. Sheldon,
  • L. (2012). The multiplayer classroom: Designing coursework as a game. Boston, MA: Course Technology Press.
  • Sherriff, M., Floryan, M., & Wert, D. (2016). Achievement unlocked: Investigating which gamification elements motivate students. In ASEE Annual Conference & Exposition, New Orleans, Louisiana (Vol. 10, p. 26500).
  • Smiderle, R., Marques, L., Coelho, J. A. P. D. M., Rigo, S. J., & Jaques, P. A. (2019, July). Studying the Impact of Gamification on Learning and Engagement of Introverted and Extroverted Students. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT) (Vol. 2161, pp. 71-75).
  • IEEE. Sprint, G., & Cook, D. (2015, March). Enhancing the CS1 student experience with gamification. In 2015 IEEE Integrated STEM Education Conference (pp. 94-99). IEEE.
  • Su, C., & Cheng, C. (2015). A mobile gamification learning system for improving learning motivation and achievements. Journal of Computer Assisted Learning, 31, 268–286. Suppan,
  • M., Gartner, B., Golay, E., Stuby, L., White, M., Cottet, P., ... & Suppan, L. (2020). Teaching adequate prehospital use of personal protective equipment during the COVID-19 pandemic: development of a gamified e-learning module. JMIR Serious Games, 8(2), 201-213.
  • Tejada-Castro, M., Aguirre-Munizaga, M., Yerovi-Ricaurte, E., Ortega-Ponce, L., Contreras-Gorotiza, O., & Mantilla-Saltos, G. (2018). Funprog: A Gamification-Based Platform for Higher Education. In International Conference on Technologies and Innovation (pp. 255-268). Springer, Cham.
  • Tsai, M.-J., Huang, L.-J., Hou, H.-T., Hsu, C.-Y., (2016). Observed behavior, flow, and achievement in game-based learning. Comput. Educ. 98, 115–129.
  • Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning (iJET), 11(07), 64-69.
  • Uskov, V., & Sekar, B. (2014) "Gamification of the software engineering curriculum," in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings.
  • Varannai, I., Sasvári, P. L., & Urbanovics, A. (2017). The use of gamification in higher education: an empirical study. International Journal of Advanced Computer Science and Applications, 8(10), 1-6.
  • Villagrasa, S., & Duran, J. (2013, November). Gamification for learning 3D computer graphics arts. In Proceedings of the First International Conference on technological ecosystem for enhancing multiculturality (pp. 429-433).
  • Yamakami, T. (2015, June). A gap analysis of enterprise Gamification applications with social services theory: challenges and implications. In 2015 12th International Conference on Service Systems and Service Management (ICSSSM) (pp. 1-5). IEEE.
  • Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92.
  • Zahedi, M. L. (2019, June). Implications of gamification in learning environments on computer sci-ence students: A comprehensive study. In 126th Annual Conference and Exposition of American Society for Engineering Education.
  • Zhamanov, A., & Sakhiyeva, Z. (2015, September). Implementing flipped classroom and gamification teaching methods into computer networks subject, by using cisco networking academy. In 2015 twelve international conference on electronics computer and computation (ICECCO) (pp. 1-4). IEEE.
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Fezile Özdamlı Bu kişi benim

Dlgash Faran Yazdeen Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 2

Kaynak Göster

APA Özdamlı, F., & Yazdeen, D. F. (2021). GAMIFICATION IN COMPUTER SCIENCE COURSES: A LITERATURE REVIEW. Near East University Online Journal of Education, 4(2), 90-106.