The Use of Gamification Elements in an Online Introduction to Programming Course

Abstract

This study aims to understand the different methods of badge transformation on students' achievement, satisfaction, learning enjoyment, and engagement. An explanatory mixed method study was adapted in this study. A counter-balanced experimental design with no control group was employed for the quantitative phase. Participants were randomly assigned to two equal groups and received the constant and variable-rate badge transformation method in different orders. The paired-sample t-test showed no significant mean difference in students' achievement, satisfaction, learning enjoyment, and engagement in using the constant-rate and variable method. For the qualitative phase, students were asked to explain their opinions about the applied methods. Qualitative findings supported the quantitative results. While some students favored the use of badges and different methods of badge transformation, some students were neither interested in the collection of badges nor their transformation.