INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS

Year 2024, Volume: 25 Issue: 3, 167 - 182, 01.07.2024

Mahfudzah Othman , Aznoora Osman Siti Zulaiha Ahmad Natrah Abdullah

https://doi.org/10.17718/tojde.1315427

Abstract

This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low-achieving students. The general design follows Nielsen’s design guidelines and incorporates Zaharias’ usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application’s design via storyboards, the development of the high-fidelity prototype, and users’ reviews. A qualitative approach was adopted, involving a user-centred design (UCD) session through focus group discussions with 12 first-year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.

Keywords

Interactive, assessment, programming, segmenting principle, gamification

Supporting Institution

This research was funded and supported by the Ministry of Higher Education (MOHE) Malaysia, with a grant from the Fundamental Research Grant Scheme (FRGS)

Project Number

FRGS/1/2022/ICT03/UITM/02/3.

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