University of Twente Student Theses
Using Gamification to Assist in Learning R Programming
Nijskens, M. (2024) Using Gamification to Assist in Learning R Programming.
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| Abstract: | This study explores the impact of gamification on intrinsic motivation, user engagement, and perceived competence in R programming learning. Programming is an increasingly demanded skill, but it is often seen as challenging, tedious, and overwhelming. Recognising the challenges often associated with programming education, this research hypothesises that integrating game elements into programming education can enhance learners’ intrinsic motivation, engagement, and perceived competence, making learning more effective and enjoyable. A quasi-experimental design was used, comparing a gamified learning course, including elements such as avatars, points, and badges, with a non-gamified course. These gamification elements were designed to fulfil the autonomy, competence, and relatedness needs outlined in the Self-Determination Theory. The analysis involved comparing the conditions in terms of learners’ motivation, engagement, and perceived competence. The findings indicate that the gamified method significantly improved perceived competence and autonomy, while it did not have a statistically significant effect on the need for relatedness. The scores for intrinsic motivation and user engagement were higher in the gamified group. These results suggest that gamification can significantly enhance programming learning experiences, even if not all psychological needs are met. This study highlights the potential of gamification in educational settings and offers valuable insights for educators and instructional designers. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 80 pedagogy, 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/98585 |
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