Gina Sprint
ABSTRACT
Recent research has explored flipped classrooms, lightweight teams, and gamification to improve the CS1 student learning and social experience. In this paper, we expand upon this research by implementing a flipped classroom with team-based gamification of student study choices. We designed and implemented a Moodle plugin for gamification to reward students for practicing "good" study habits, such as turning in assignments early and re-taking quizzes for extra practice. To evaluate our approach, we analyzed data collected from three consecutive semesters of CS1: one semester without gamification, one with gamification, and one with gamification tied to a small grade incentive. Based on log data from our plugin and student survey responses, we found students did make better study choices, including submitting programming assignments and online quizzes significantly earlier; however, these improved study choices did not lead to higher final exam scores. Overall, students enjoyed and were motivated to improve their study habits due to our flipped, team-based, gamified CS1 course.
- C. Latulipe, N. B. Long, and C. E. Seminario, "Structuring Flipped Classes with Lightweight Teams and Gamification," in Proceedings of the 46th ACM Technical Symposium on Computer Science Education (SIGCSE '15), 2015, pp. 392--397.Google Scholar
- C. Latulipe, A. Rorrer, and B. Long, "Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1," in Proceedings of the 49th ACM Technical Symposium on Computer Science Education (SIGCSE '18), 2018, pp. 411--416.Google Scholar
- B. Harrington and A. Chaudhry, "TrAcademic: Improving Participation and Engagement in CS1/CS2 with Gamified Practicals," in Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education - ITiCSE '17, Bologna, Italy, 2017, pp. 347--352.Google Scholar
- B. Hanks, L. Murphy, B. Simon, R. McCauley, and C. Zander, "CS1 Students Speak: Advice for Students by Students," in Proceedings of the 40th ACM Technical Symposium on Computer Science Education (SIGCSE '09), New York, NY, USA, 2009, pp. 19--23.Google Scholar
- S. Deterding, D. Dixon, R. Khaled, and L. Nacke, "From game design elements to gamefulness: defining gamification," in Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 2011, pp. 9--15.Google Scholar
- S. Azmi, N. A. Iahad, and N. Ahmad, "Gamification in Online Collaborative Learning for Programming Courses: A Literature Review," ARPN J. Eng. Appl. Sci., vol. 10, no. 23, p. 9, 2015.Google Scholar
- C. Dichev and D. Dicheva, "Gamifying education: what is known, what is believed and what remains uncertain: a critical review," Int. J. Educ. Technol. High. Educ., vol. 14, p. 9, Feb. 2017.Google ScholarCross Ref
- S. de Sousa Borges, V. H. S. Durelli, H. M. Reis, and S. Isotani, "A Systematic Mapping on Gamification Applied to Education," in Proceedings of the 29th Annual ACM Symposium on Applied Computing, New York, NY, USA, 2014, pp. 216--222.Google Scholar
- T. Barik, E. Murphy-Hill, and T. Zimmermann, "A perspective on blending programming environments and games: Beyond points, badges, and leaderboards," in 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), 2016, pp. 134--142.Google Scholar
- D. Dicheva, K. Irwin, and C. Dichev, "OneUp: Engaging Students in a Gamified Data Structures Course," in Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), New York, NY, USA, 2019, pp. 386--392.Google Scholar
- L. Haaranen, P. Ihantola, L. Hakulinen, and A. Korhonen, "How (not) to introduce badges to online exercises," in Proceedings of the 45th ACM technical symposium on Computer science education (SIGCSE '14), 2014, pp. 33--38.Google Scholar
- M. Ibáñez, Á. Di-Serio, and C. Delgado-Kloos, "Gamification for Engaging Computer Science Students in Learning Activities: A Case Study," IEEE Trans. Learn. Technol., vol. 7, no. 3, pp. 291--301, Jul. 2014.Google Scholar
- A. Knutas, J. Ikonen, U. Nikula, and J. Porras, "Increasing Collaborative Communications in a Programming Course with Gamification: A Case Study," in Proceedings of the 15th International Conference on Computer Systems and Technologies, New York, NY, USA, 2014, pp. 370--377.Google Scholar
- S. O'Donovan, J. Gain, and P. Marais, "A case study in the gamification of a university-level games development course," in Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference on - SAICSIT '13, East London, South Africa, 2013, p. 242.Google Scholar
- R. G. de Pontes, D. D. S. Guerrero, and J. C. A. de Figueiredo, "Analyzing Gamification Impact on a Mastery Learning Introductory Programming Course," in Proceedings of the 50th ACM Technical Symposium on Computer Science Education (SIGCSE '19), New York, NY, USA, 2019, pp. 400--406.Google Scholar
- M. M. Alhammad and A. M. Moreno, "Gamification in software engineering education: A systematic mapping," J. Syst. Softw., vol. 141, pp. 131--150, Jul. 2018.Google Scholar
- L. Hernández, M. Muñoz, J. Mejia, A. Peña, N. Rangel, and C. Torres, "Application of gamification elements in software engineering teamwork," in 2017 12th Iberian Conference on Information Systems and Technologies (CISTI), 2017, pp. 1--7.Google Scholar
- M. R. d A. Souza, K. F. Constantino, L. F. Veado, and E. M. L. Figueiredo, "Gamification in Software Engineering Education: An Empirical Study," in 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEET), 2017, pp. 276--284.Google Scholar
- G. Sprint and D. Cook, "Enhancing the CS1 student experience with gamification," in 2015 IEEE Integrated STEM Education Conference, 2015, pp. 94--99.Google Scholar
- D. Kermek, D. Strmeki, M. Novak, and M. Kaniki, "Preparation of a hybrid e-learning course for gamification," in 2016 39th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 2016, pp. 829--834.Google Scholar
- D. Z. Mahmud, L. S. S. University, D. P. J. Weber, L. S. S. University, D. J. P. Moening, and L. S. S. University, "Gamification of Engineering Courses," 2017 ASEE Annu. Conf. Expo., p. 13, 2017.Google Scholar
- E. Somova and M. Gachkova, "An Attempt for Gamification of Learning in Moodle," p. 7, 2016.Google Scholar
- Y. Y. Chen, S. M. Taib, and C. S. C. Nordin, "Determinants of student performance in advanced programming course," in 2012 International Conference for Internet Technology and Secured Transactions, 2012, pp. 304--307.Google Scholar
- J. Spacco, D. Fossati, J. Stamper, and K. Rivers, "Towards improving programming habits to create better computer science course outcomes," in Proceedings of the 18th ACM conference on Innovation and technology in computer science education - ITiCSE '13, Canterbury, England, UK, 2013, p. 243.Google Scholar
- A. A. de Melo, M. Hinz, G. Scheibel, C. Diacui Medeiros Berkenbrock, I. Gasparini, and F. Baldo, "Version Control System Gamification: A Proposal to Encourage the Engagement of Developers to Collaborate in Software Projects," in Social Computing and Social Media, 2014, pp. 550--558.Google ScholarDigital Library
- L. Singer and K. Schneider, "It was a bit of a race: Gamification of version control," in 2012 Second International Workshop on Games and Software Engineering: Realizing User Engagement with Game Engineering Techniques (GAS), 2012, pp. 5--8.Google Scholar
Index Terms
- Improving Student Study Choices in CS1 with Gamification and Flipped Classrooms
Recommendations
Longitudinal Data on Flipped Class Effects on Performance in CS1 and Retention after CS1
SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science EducationWe present results of a college wide undergraduate retention study tracking student retention in computing, comparing students who experience a flipped, active learning version of CS1 against those who experience a traditional lecture and lab version of ...
Structuring Flipped Classes with Lightweight Teams and Gamification
SIGCSE '15: Proceedings of the 46th ACM Technical Symposium on Computer Science EducationWe present a new approach to help make computer science classes both more social and more effective: "lightweight teams". Lightweight teams are class teams in which the team members have little or no direct impact on each other's final grades, yet where ...
Teaching in flipped classrooms
To effectively promote the student-centered movement, it is important to understand pre-service teacher concerns about teaching in technology-integrated flipped classrooms. This study surveyed more than 470 pre-service teachers' concerns on teaching ...
Comments