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Enhancing Student Motivation and Engagement through a Gamified Learning Environment

Author

Listed:
  • Carlos J. Hellín

    (Computer Science Department, University of Alcala, 28801 Alcala de Henares, Spain)

  • Francisco Calles-Esteban

    (Computer Science Department, University of Alcala, 28801 Alcala de Henares, Spain)

  • Adrián Valledor

    (Computer Science Department, University of Alcala, 28801 Alcala de Henares, Spain)

  • Josefa Gómez

    (Computer Science Department, University of Alcala, 28801 Alcala de Henares, Spain)

  • Salvador Otón-Tortosa

    (Computer Science Department, University of Alcala, 28801 Alcala de Henares, Spain)

  • Abdelhamid Tayebi

    (Computer Science Department, University of Alcala, 28801 Alcala de Henares, Spain)

Abstract

Gamification is a viable strategy used to enhance motivation and engagement in programming classes among students. However, automated evaluation capabilities, which are crucial for giving students fast and correct feedback, are frequently lacking in currently available gamification technologies. This study proposes a novel web-based application that combines automated programming assessment features with gamification concepts; the aim is to provide students taking a programming course with an engaging learning environment. A survey conducted with 215 undergraduate students assessed how the tool affected the motivation and engagement of students. The findings show that the tool had a beneficial impact on students’ willingness to participate in class, study, increase their self-confidence, engage in healthy competition with peers, and learn from their mistakes. The qualitative feedback that students offered regarding the features of the tool that they liked best is also covered in the study. This paper contributes to the field of programming education by presenting a detailed gamified tool, incorporating automated evaluation and gamification in a web-based platform.

Suggested Citation

  • Carlos J. Hellín & Francisco Calles-Esteban & Adrián Valledor & Josefa Gómez & Salvador Otón-Tortosa & Abdelhamid Tayebi, 2023. "Enhancing Student Motivation and Engagement through a Gamified Learning Environment," Sustainability, MDPI, vol. 15(19), pages 1-20, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:19:p:14119-:d:1246514
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    References listed on IDEAS

    as
    1. Barabas, Jason & Jerit, Jennifer, 2010. "Are Survey Experiments Externally Valid?," American Political Science Review, Cambridge University Press, vol. 104(2), pages 226-242, May.
    2. Vacius Jusas & Dominykas Barisas & Mindaugas Jančiukas, 2022. "Game Elements towards More Sustainable Learning in Object-Oriented Programming Course," Sustainability, MDPI, vol. 14(4), pages 1-20, February.
    3. Fahd Kamis Alzahrani & Waleed Salim Alhalafawy, 2023. "Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives," Sustainability, MDPI, vol. 15(5), pages 1-19, March.
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    Cited by:

    1. Li Pan & Qizhen Gu & Xianyue He, 2025. "Transitioning from Traditional Vocabulary Learning Methods to Gamified English Vocabulary Applications: A Study of Chinese EFL Learners Using the Push-Pull-Mooring Model," SAGE Open, , vol. 15(4), pages 21582440251, November.
    2. Katherine Rose G. Lopez & Genelyn R. Baluyos, 2026. "Teachers’ Technology use and Students’ Academic Motivation in Mathematics Learning: The Mediating Role of Self-Efficacy," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(5), pages 3884-3920, May.
    3. Shazalina Mohamed Shuhidan & Mohamad Ridhuan Mat Dangi & Rohana Mohd Noor, 2025. "Students’ Perceptions on Extrinsic Motivation Strategies to Enhance Learning Experience and Fostering Academic Excellence: A Qualitative Study," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 3985-3999, March.
    4. Barbara Bradač Hojnik, 2024. "Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia," Sustainability, MDPI, vol. 16(22), pages 1-17, November.

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