METODE GAMIFICATION PADA PEMROGRAMAN DASAR TEKNIK KOMPUTER DAN INFORMATIKA DI SEKOLAH MENENGAH KEJURUAN

Ketertarikan dan motivasi siswa dalam mengikuti pembelajaran pemrograman dasar merupakan faktor yang dapat mempengaruhi hasil belajar. Proses pembelajaran yang secara monoton dengan metode ceramah membuat siswa merasa bosan dan kehilangan minat dalam mengikuti pembelajaran. Namun, pemilihan metode pembelajaran yang tepat dapat meningkatkan kertertarikan dan motivasi siswa. Dalam penelitian ini, kami mengunakan metode Systematic Literature Review (SLR) untuk menjabarkan penerapan metode gamifikasi dalam proses pembelajaran pemrograman dasar yang bertujuan meningkatkan ketertarikan dan motivasi belajar siswa. Hasil dari review 15 jurnal menunjukkan bahwa : 13 jurnal menjabarkan penerapan metode gamifikasi dalam pembelajaran berbasis e-learning. Elemen gamifikasi yang dapat diterapkan dalam media e-learning seperti : lencana (14 jurnal), poin (14 jurnal), tantangan (13 jurnal), papan peringkat (12 jurnal), level (10 jurnal), progress bar (7 jurnal), profil (4 jurnal), dan feedback (4 jurnal). Berdasarkan pada hasil penelitian, dapat disimpulkan bahwa penggunaan media e-learning yang terdapat elemen gamifikasi dalam proses pembelajaran dapat meningkatkan minat dan motivasi belajar

Question-led approach in designing Dijkstra algorithm game-based learning: A pilot study

Dijkstra algorithm is important to be understood because of its many uses. However, understanding it is challenging. Various methods to teach and learn had been researched, with mixed results. The study proposes questionled approach of the algorithm in a game-based learning context. The game designed based on an existing game model, developed and tested by students. Pre- and post-game tests compared and game feedback survey analysed. Results showed that students’ performance in graph data structure Dijkstra algorithm improved after playing the game where post-test mark was higher than pre-test. Game feedback were mostly positive, with areas of improvement. Students may use the game as a learning tool for self-regulated learning. Educators may get some ideas on how to design teaching tool using question-led approach

A Data-Driven Approach to Compare the Syntactic Difficulty of Programming Languages

Educators who teach programming subjects are often wondering “which programming language should I teach first?”. The debate behind this question has a long history and coming up with a definite answer to this question would be farfetched. Nonetheless, several efforts can be identified in the literature wherein pros and cons of mainstream programming languages are examined, analysed, and discussed in view of their potential to facilitate the didactics of programming concepts especially to novice programmers. In line with these efforts, we explore the latter question by comparing the syntactic difficulty of two modern, but fundamentally different, programming languages: Java and Python. To achieve this objective, we introduce a standalone and purely data-driven method which stores the code submissions and clusters the errors occurred under the aid of a custom transition probability matrix. For the evaluation of this model a total of 219,454 submissions, made by 715 first-year undergraduate students, in 259 unique programming exercises were gathered and analysed. The results indicate that Python is an easier-to-grasp programming language and is, therefore, highly recommended as the steppingstone in introductory courses. Besides, the adoption of the described method enables educators to not only identify those students who struggle with coding (syntax-wise) but further paves the pathway for the adoption of personalised and adaptive learning practices

The potential of digital games as a history teaching tool: overcoming the unengaging traditional approach

Mestrado de dupla diplomação com a UTFPR - Universidade Tecnológica Federal do ParanáThis work examines the challenges faced by students in learning history using traditional methods, which are frequently associated with uninteresting and uninspiring teaching approaches. Traditional history teaching methods often struggle to captivate students, resulting in reduced enthusiasm and an insufficient understanding of historical events. As an alternative for increasing student engagement, digital games offer a more dynamic and captivating approach to history education, with the goal of addressing student disinterest in the subject. By incorporating interactive components, compelling narratives, and stimulating challenges, educational games have the potential to transform history learning into an engaging and meaningful experience. The objective of this project was to develop an educational game, presenting the entire process and applied knowledge involved in creating a game with the aim of delivering history education in a dynamic and interactive manner. Following its completion, the game was made available for a group of participants to play, and we subsequently assessed the outcomes using a questionnaire to gain insights into the use of games as an educational enhancement tool. We determined that developing games that are simultaneously engaging, enjoyable, and educational is a challenging endeavor. It necessitates meticulous planning, a solid grasp of game design, and expertise in all aspects of game production. Nevertheless, when these criteria are met, an educational game can motivate, enrich, and deepen students’ knowledge, thereby rendering the classroom a significantly more enjoyable and effective learning environment for all.Este trabalho aborda as dificuldades que os estudantes enfrentam ao aprender história por meio de métodos tradicionais, frequentemente caracterizados por abordagens de ensino desinteressantes e monótonas. Os métodos convencionais de ensino de história frequentemente falham em envolver os estudantes, resultando em falta de entusiasmo e compreensão inadequada dos eventos históricos. Como alternativa para aumentar o engajamento dos alunos, os jogos digitais podem oferecer uma abordagem mais dinâmica e empolgante para a educação em história, com o objetivo de superar a apatia dos estudantes em relação à disciplina. Ao incorporar elementos interativos, narrativas envolventes e desafios estimulantes, os jogos educacionais têm o potencial de transformar a aprendizagem da história em uma experiência cativante e significativa. O objetivo deste projeto foi desenvolver um jogo educativo, exibindo todo o processo e conhecimento aplicado na criação do jogo com a intenção de ensinar história de forma dinâmica e interativa. Após sua conclusão, disponibilizamos o jogo para um grupo de indivíduos jogar e, em seguida, avaliamos os resultados por meio de um questionário para obter uma compreensão melhor de como usar jogos como uma ferramenta de fortalecimento educacional. Concluímos que desenvolver jogos que sejam envolventes, divertidos e educativos não é uma tarefa fácil. Isso requer planejamento detalhado, um bom entendimento de design de jogos e experiência em todas as áreas envolvidas na produção de jogos. No entanto, quando esses requisitos são atendidos, um jogo educativo pode motivar, enriquecer e aprofundar o conhecimento dos alunos, tornando a sala de aula um local muito mais agradável e eficaz para todos

Analysis of the learning object-oriented programming factors

Students often feel overwhelmed by object-oriented programming courses. They find it difficult and complex to learn, requiring a high cognitive load to use the concepts in coding. These issues lead to demotivation in learning programming. This research aims to identify and verify factors that contribute to learning object-oriented programming from two perspectives: interviews and surveys. A literature review was conducted to identify these factors, followed by interviews with five experts who have been teaching object-oriented programming for over ten years to confirm them. Based on the interview results, a questionnaire was developed and administered to 31 bachelor students and 19 lecturers with master’s or doctorate degrees in computer science. The responses indicated that the identified factors were acceptable, with scores ranging from 3.74 to 4.65. The outcomes of this study are a set of factors that should be considered in a programming environment to improve the teaching and learning of object-oriented programming and make it more accessible and engaging for students

BIPMIN: A Gamified Framework for Process Modeling Education

Business Process Modeling is a skill that is becoming sought after for computer engineers, with Business Process Modeling Notation (BPMN) being one example of the tools used in modeling activities. Students of the Master of Computer Engineering course at Politecnico di Torino learn about BPMN in dedicated courses but often underperform on BPMN-related exercises due to difficulties understanding how to model processes. In recent years, there has been a surge of studies that employ gamification (using game elements in non-recreative contexts to obtain benefits) as a tool in Computer Engineering education to increase students’ engagement with the learning process. This study aims to use the principles of gamification to design a supplementary learning tool for the teaching of information systems technology. In particular, to improve student understanding and use of BPMN diagrams. This study also analyzes the usability and motivation of the participants in using different game elements in increasing student motivation and performance. As part of the study, a prototype web application was developed, which implemented three different designs, each incorporating different game elements relating to either progress, competition, or rewards. An evaluation was then conducted on the prototype to evaluate the performance of the practitioners in performing BPMN modeling tasks with the gamified tool, the usability of the proposed mechanics and the enjoyment of the individual game mechanics that were implemented. With the usage of the gamified tool, the users of the experimental sample were able to complete BPMN modeling tasks with performances compatible with estimates made through expert judgement (i.e., gamification had no negative effect on performance), and were motivated to check the correctness of their models many times during the task execution. The system was evaluated as highly usable (85.8 System Usability Score); the most enjoyed game elements were rewards, levels, progress bars and aesthetics

Factors that influence proficiency in the learning of computer programming by Information Technology students.

Masters Degree. University of KwaZulu-Natal, Pietermaritzburg.The main objective of the study was to ascertain the factors that influence the acquisition of computer programming skills by students who are enrolled for an Information Technology (IT) degree at a tertiary education institution. The study is driven by a societal need to empower as many individuals as possible with computer programming skills. The study is very relevant to the South African context in the light of the decision taken by the education department to establish computer programming as a niche skill for South African citizens. The learning of computer programming is however, not that straight forward and requires an intensive cognitive effort to ensure that students obtain a high degree of skill and expertise in computer programming. The study has been conducted at the University of KwaZulu-Natal (UKZN) where the Discipline of IT has been challenged by students’ performances in computer programming assessment. While there are “pockets” of excellence, there are numerous instances where students have performed poorly in computer programming assessment. The case of UKZN presents an ideal opportunity to study this phenomenon because it provides a diversified student population with regards to degree enrolment as well as gender and location. From a teaching and learning perspective, this knowledge will be pivotal for the IT academic department at UKZN as well as the general domain of teaching and learning of computer programming. The study adopted a quantitative approach and was guided by a conceptual framework. The study used a questionnaire that contained an open-ended question that enriched the analysis and discussion. The study’s main objective was to ascertain factors that will predict computer programming performance was achieved. The main factors that were identified as significant predictors of computer programming performance were problem solving ability and self- efficacy. A concomitant outcome from the study was the analysis of validity of the study’s conceptual model which was subjected to multiple regression and path analysis. The path analysis exercise resulted in the generation of a conceptual model that had a better fit to the study’s data than the a priori conceptual model. The study also discovered trends of computer programming strengths and weaknesses at UKZN and it is envisaged that this knowledge will contribute to enhance computer programming pedagogy and student performance in assessment tasks

Influence of employer support for professional development on MOOCs enrolment and completion: Results from a cross-course survey

Although the potential of open education and MOOCs for professional development is usually recognized, it has not yet been explored extensively. How far employers support non-formal learning is still an open question. This paper presents the findings of a survey-based study which focuses on the influence of employer support for (general) professional development on employees’ use of MOOCs. Findings show that employers are usually unaware that their employees are participating in MOOCs. In addition, employer support for general professional development is positively associated with employees completing MOOCs and obtaining certificates for them. However, the relationship between employer support and MOOC enrollment is less clear: workers who have more support from their employers tend to enroll in either a low or a high number of MOOCs. Finally, the promotion of a minimum of ICT skills by employers is shown to be an effective way of encouraging employee participation in the open education ecosystem.JRC.J.3-Information Societ

Investigation into Aspects of Feedback and Gamification in Computer-Assisted Musical Instrument Tutoring

This thesis investigates how different variations of presentational performance feedback influences the motivation of a learner in a computer-assisted musical instrument tutoring context. Further, the thesis overviews methods to increase students’ engagement with the learning process. Positive and negative content balance in performance feedback is proposed through conducting user testing and evaluation. User testing was carried out using an online browser-based guitar tuition app developed for the purpose of this thesis. A custom-built application allowed full control over varying the balance of positive and negative content within performance feedback for different testing groups. Last experiment was aimed to find aspects of gamification to promote and encourage users to better themselves and to keep learning. A brief description of up-to-date technology used to design and develop the guitar tuition software product is described. Despite the results being inconclusive they appear to indicate that presenting negative feedback is detrimental to the learners’ motivation. Furthermore, gamifying the learning experience and introducing competitive nature of games into musical instrument tuition appear to increase learners’ engagement, and prevent the learner drifting into boredom