Paper Type
ERF
Description
Feedback serves a key role of closing the gap between students’ current understanding and desired learning. Immediate feedback helps students identify and correct misconceptions, motivates them to acquire knowledge, and increases efficacy and motivation to learn. However, although traditional teaching methods provide feedback to students, students cannot get answers to problems immediately under the condition of many students taking courses, which interrupts their learning enthusiasm. Although teachers use gamification mechanisms and elements to improve students' learning motivation, in gamified learning without immediate feedback, the game elements have little help to students’ motivation. With the guidance of self-determination theory, this project changes the traditional way of handing in practice assignments and develops a highly motivating SQL programming practice exercise that is not limited by time and space, allowing exploration and trial-and-error process surroundings. The system completely records the content of each activity process and problem-solving so as to provide teachers with after-the-fact review and serve as a reference for classroom teaching. Taking the immediate feedback automated assignment correction system platform as the core, we encourage students to challenge themselves through the gamified self-element (goal setting, experiences, level, and badge) and cooperate or compete with peers through social elements (leaderboard, achievement visibility, likes and shares). We provide students with an engaging but meaningful learning experience in gamified scenarios. This project analyzes a large number of students’ learning process data recorded in the system. With the support of rich data, it shows the details of the students’ process of completing the challenge tasks like a magnifying glass, and provides a dynamic lab to verify the causal relationship between the students’ learning process and learning outcomes from the behavioral level (rather than the attitude level). From the perspective of learning gamification, this project explores how gamification elements in the learning process affect students’ learning engagement and learning outcomes. The results of this project help to gain further understanding of learning gamification.
Paper Number
1351
Recommended Citation
Fu, JenRuei Fred and Hsu, Chiung-Wen, "Establishing a Gamified Programming Practice Environment with Immediate Feedback" (2023). AMCIS 2023 Proceedings. 10.
https://aisel.aisnet.org/amcis2023/sig_ed/sig_ed/10
Establishing a Gamified Programming Practice Environment with Immediate Feedback
Feedback serves a key role of closing the gap between students’ current understanding and desired learning. Immediate feedback helps students identify and correct misconceptions, motivates them to acquire knowledge, and increases efficacy and motivation to learn. However, although traditional teaching methods provide feedback to students, students cannot get answers to problems immediately under the condition of many students taking courses, which interrupts their learning enthusiasm. Although teachers use gamification mechanisms and elements to improve students' learning motivation, in gamified learning without immediate feedback, the game elements have little help to students’ motivation. With the guidance of self-determination theory, this project changes the traditional way of handing in practice assignments and develops a highly motivating SQL programming practice exercise that is not limited by time and space, allowing exploration and trial-and-error process surroundings. The system completely records the content of each activity process and problem-solving so as to provide teachers with after-the-fact review and serve as a reference for classroom teaching. Taking the immediate feedback automated assignment correction system platform as the core, we encourage students to challenge themselves through the gamified self-element (goal setting, experiences, level, and badge) and cooperate or compete with peers through social elements (leaderboard, achievement visibility, likes and shares). We provide students with an engaging but meaningful learning experience in gamified scenarios. This project analyzes a large number of students’ learning process data recorded in the system. With the support of rich data, it shows the details of the students’ process of completing the challenge tasks like a magnifying glass, and provides a dynamic lab to verify the causal relationship between the students’ learning process and learning outcomes from the behavioral level (rather than the attitude level). From the perspective of learning gamification, this project explores how gamification elements in the learning process affect students’ learning engagement and learning outcomes. The results of this project help to gain further understanding of learning gamification.
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