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About Gamifying an Emotional Learning Companion to Teach Programming to Primary Education Students

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  • J.M. Ocaña
  • E.K. Morales-Urrutia
  • D. Pérez-Marín
  • C. Pizarro

Abstract

Background Gamification is a promising field of research that can benefit education. In particular, it can benefit teaching programming to children. Emotional Learning Companions (ELCs) are interactive systems that dialogue with the students as well as provide them with emotional support. Intervention The design of ELCs was extended with gamification to teach programming to Primary Education children. Riddles, levels, badges, and a leader board with trophies among other traditional gamification elements were incorporated into the learning companion, as well as game mechanics, aesthetics and connection with the players (students) to increase their learning, motivation and satisfaction levels. Methods A pre-post test single group experimental research design was followed to test the proposal. In total, 137 students aged between 10 and 12 years used the gamified learning companion during an academic year in Ecuador. Results The results showed a significant increase in students’ learning scores as well as satisfaction and motivation levels above 90%. Conclusion Therefore, the conclusion is that gamifying ELCs to teach programming in Primary Education can improve students’ learning scores, satisfaction, and motivation levels.

Suggested Citation

  • J.M. Ocaña & E.K. Morales-Urrutia & D. Pérez-Marín & C. Pizarro, 2023. "About Gamifying an Emotional Learning Companion to Teach Programming to Primary Education Students," Simulation & Gaming, , vol. 54(4), pages 402-426, August.
    • Handle: RePEc:sae:simgam:v:54:y:2023:i:4:p:402-426
    DOI: 10.1177/10468781231175013
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    References listed on IDEAS

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    1. Xi, Nannan & Hamari, Juho, 2019. "Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction," International Journal of Information Management, Elsevier, vol. 46(C), pages 210-221.
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