Personalization, Cognition, and Gamification-based Programming Language Learning: A State-of-the-Art Systematic Literature Review

Programming courses in computing science are important because they are often the first introduction to computer programming for many students. Many university students are overwhelmed with the information they must learn for an introductory course. The current teacher-lecturer model of learning commonly employed in university lecture halls often results in a lack of motivation and participation in learning. Personalized gamification is a pedagogical approach that combines gamification and personalized learning to motivate and engage students while addressing individual differences in learning. This approach integrates gamification and personalized learning strategies to inspire and involve students while addressing their unique learning needs and differences. A comprehensive literature search was conducted by including 81 studies that were analyzed based on their research design, intervention, outcome measures, and quality assessment. The findings suggest that personalized gamification can enhance student cognition in programming courses by improving motivation, engagement, and learning outcomes. However, the effectiveness of personalized gamification varies depending on various factors, such as the type of gamification elements used, the degree of personalization, and the characteristics of the learners. This paper provides insights into designing and implementing effective personalized gamification interventions in programming courses. The findings could inform educational practitioners and researchers in programming education about the potential benefits of personalized gamification and its implications for educational practice

Evaluation of the ingestive behaviour of the dairy cow under two systems of rotation with slope

The ingestive behaviour of grazing animals is modulated by the vegetation characteristics, topography and the type of stocking method. This research was carried out in 2019, at the Rumipamba CADER-UCE. It aimed to evaluate the impact of two contrasting stocking methods of dairy cows grazing a pasture with an average of slope >8.5%. Four dairy cows were set to graze a 0.4 ha paddock for 5 days for continuous stocking methods, while for the electric fence methods the dairy cows were restricted to 0.2 ha and the fence was moved uphill every 3 hours, repeating this process four times a day. Cow were equipped with activity sensors for 12 h per day. The whole procedure was repeated 2 times after realizing an equalization cuts and both paddocks, a rest time of 30 days and a random reassignment of paddocks to one of the treatments. The cows showed a difference in terms of the percentage of grazing P=0.0072, being higher with the electric fence (55% of the measurement time). From rising-plate-meter estimates of available biomass along the grazing periods, we calculated despite similar forage allowances (electric fence = 48.06 kg DM/cow/d and continuous = 48.21 DM/cow/d) a higher forage intake was obtained in the electric fence treatment (17.5 kg DM/cow/d) compared the continuous stocking (15.7 kg DM/cow/d) (P=0.006). In terms of milk production animals grazing under the differences electrical fence stocking method tended (P=0.0985) to produce more milk (17.39 kg/d) than those grazing in the continuous system (15.16 kg/d) due to the influence of the slope (P=0.05), while for milk quality the protein content was higher for the electric fence (33.7 g/l) than the continuous method (30.5 g/l) (P=0.039). None of the other milk properties differed between methods (P>0.05)