Document Open Access Logo

An Open-Source Gamified Programming Learning Environment (Short Paper)

Authors José Carlos Paiva , Ricardo Queirós , José Paulo Leal , Jakub Swacha , Filip Miernik

PDF
Thumbnail PDF

File

OASIcs.ICPEC.2021.5.pdf
  • Filesize: 0.79 MB
  • 8 pages

Document Identifiers

Author Details

José Carlos Paiva
  • CRACS - INESC-Porto LA, Portugal
  • DCC - FCUP, Porto, Portugal
Ricardo Queirós
  • CRACS - INESC-Porto LA, Portugal
  • uniMAD - ESMAD, Polytechnic of Porto, Portugal
José Paulo Leal
  • CRACS - INESC-Porto LA, Portugal
  • DCC - FCUP, Porto, Portugal
Jakub Swacha
  • University of Szczecin, Poland
Filip Miernik
  • University of Szczecin, Poland

Funding

This paper is based on the work done within the Framework for Gamified Programming Education project supported by the European Union’s Erasmus Plus programme (agreement no. 2018-1-PL01-KA203-050803).

Cite As Get BibTex

José Carlos Paiva, Ricardo Queirós, José Paulo Leal, Jakub Swacha, and Filip Miernik. An Open-Source Gamified Programming Learning Environment (Short Paper). In Second International Computer Programming Education Conference (ICPEC 2021). Open Access Series in Informatics (OASIcs), Volume 91, pp. 5:1-5:8, Schloss Dagstuhl – Leibniz-Zentrum für Informatik (2021) https://doi.org/10.4230/OASIcs.ICPEC.2021.5

Abstract

The importance of e-learning tools facilitating the process of learning to program is growing, especially as the pandemic-caused lockdown enforced distance learning in many countries. The key success factor in this process is the provision of an instant and relevant feedback to students. In this paper, we describe a novel open-source programming learning environment featuring automatic assessment of students' solutions and customized gamification. This environment has been developed as a part of the FGPE framework.

Subject Classification

ACM Subject Classification
  • Applied computing → Computer-managed instruction
  • Applied computing → Interactive learning environments
  • Applied computing → E-learning
Keywords
  • learning environment
  • programming exercises
  • gamification
  • programming learning
  • automatic assessment

Metrics

  • Access Statistics
  • Total Accesses (updated on a weekly basis)
    0
    PDF Downloads
    0
    Metadata Views

References

  1. Paul E. Anderson, Thomas Nash, and Renée McCauley. Facilitating Programming Success in Data Science Courses Through Gamified Scaffolding and Learn2Mine. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE '15, pages 99-104, New York, NY, USA, 2015. ACM. URL: https://doi.org/10.1145/2729094.2742597.
  2. Tapio Auvinen, Lasse Hakulinen, and Lauri Malmi. Increasing students’ awareness of their behavior in online learning environments with visualizations and achievement badges. IEEE Transactions on Learning Technologies, 8(3):261-273, 2015. URL: https://doi.org/10.1109/tlt.2015.2441718.
  3. Gabriel Barata, Sandra Gama, Joaquim Jorge, and Daniel Gonçalves. Studying student differentiation in gamified education: A long-term study. Computers in Human Behavior, 71(Supplement C):550-585, 2017. URL: https://doi.org/10.1016/j.chb.2016.08.049.
  4. Andrija Bernik, Goran Bubas, and Danijel Radosevic. A Pilot Study of the Influence of Gamification on the Effectiveness of an e-Learning Course. In Central European Conference on Information and Intelligent Systems, pages 73-79, Varaždin, Croatia, 2015. University of Zagreb, Faculty of Organization and Informatics. Google Scholar
  5. Mads T. Bonde, Guido Makransky, Jakob Wandall, Mette V. Larsen, Mikkel Morsing, Hanne Jarmer, and Morten O. A. Sommer. Improving biotech education through gamified laboratory simulations. Nature biotechnology, 32(7):694-697, 2014. URL: https://doi.org/10.1038/nbt.2955.
  6. Katheryn R. Christy and Jesse Fox. Leaderboards in a virtual classroom: A test of stereotype threat and social comparison explanations for women’s math performance. Computers & Education, 78(Supplement C):66-77, 2014. URL: https://doi.org/10.1016/j.compedu.2014.05.005.
  7. Facebook. React: A JavaScript library for building user interfaces. https://reactjs.org, 2021. accessed on 16 Jan 2021.
  8. Usef Faghihi, Albert Brautigam, Kris Jorgenson, David Martin, Angela Brown, Elizabeth Measures, and Sioui Maldonado-Bouchard. How gamification applies for educational purpose specially with college algebra. Procedia Computer Science, 41(Supplement C):182-187, 2014. 5th Annual International Conference on Biologically Inspired Cognitive Architectures, 2014 BICA. URL: https://doi.org/10.1016/j.procs.2014.11.102.
  9. FGPE Consortium. Framework for Gamified Programming Education. https://fgpe.usz.edu.pl, 2018. accessed on 19 Mar 2021.
  10. Wad Ghaban and Robert Hendley. How Different Personalities Benefit From Gamification. Interacting with Computers, 31(2):138-153, March 2019. URL: https://doi.org/10.1093/iwc/iwz009.
  11. Lasse Hakulinen, Tapio Auvinen, and Ari Korhonen. The Effect of Achievement Badges on Students' Behavior: An Empirical Study in a University-Level Computer Science Course. International Journal of Emerging Technologies in Learning, 10(1):18-29, 2015. URL: https://doi.org/10.3991/ijet.v10i1.4221.
  12. Michael D. Hanus and Jesse Fox. Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80:152-161, 2015. URL: https://doi.org/10.1016/j.compedu.2014.08.019.
  13. Tatsuhito Hasegawa, Makoto Koshino, and Hiromi Ban. An English vocabulary learning support system for the learner’s sustainable motivation. SpringerPlus, 4(1):99, 2015. URL: https://doi.org/10.1186/s40064-015-0792-2.
  14. Caitlin Holman, Stephen J. Aguilar, Adam Levick, Jeff Stern, Benjamin Plummer, and Barry Fishman. Planning for Success: How Students Use a Grade Prediction Tool to Win Their Classes. In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, pages 260-264, New York, NY, USA, 2015. ACM. URL: https://doi.org/10.1145/2723576.2723632.
  15. Jincheul Jang, Jason J. Y. Park, and Mun Y. Yi. Gamification of online learning. In Cristina Conati, Neil Heffernan, Antonija Mitrovic, and M. Felisa Verdejo, editors, Artificial Intelligence in Education, pages 646-649, Cham, 2015. Springer International Publishing. Google Scholar
  16. Hieke Keuning, Johan Jeuring, and Bastiaan Heeren. Towards a Systematic Review of Automated Feedback Generation for Programming Exercises. In Proceedings of the 2016 ACM Conference on Innovation and Technology in Computer Science Education, pages 41-46, Arequipa Peru, 2016. ACM. URL: https://doi.org/10.1145/2899415.2899422.
  17. Keycloak. Keycloak: open source identity and access management solution. https://www.keycloak.org, 2014. accessed on 9 Jan 2021.
  18. José Paulo Leal and Fernando Silva. Mooshak: A Web-based multi-site programming contest system. Software: Practice and Experience, 33(6):567-581, 2003. URL: https://doi.org/10.1002/spe.522.
  19. Microsoft. Monaco Editor. https://microsoft.github.io/monaco-editor/, 2021. accessed on 16 Jan 2021.
  20. Christa R Nevin, Andrew O Westfall, J Martin Rodriguez, Donald M Dempsey, Andrea Cherrington, Brita Roy, Mukesh Patel, and James H Willig. Gamification as a tool for enhancing graduate medical education. Postgraduate Medical Journal, 90(1070):685-693, 2014. URL: https://doi.org/10.1136/postgradmedj-2013-132486.
  21. José Carlos Paiva, Alicja Haraszczuk, Ricardo Queirós, José Paulo Leal, Jakub Swacha, and Sokol Kosta. FGPE Gamification Service: A GraphQL Service to Gamify Online Education. In Proceedings of the 9th World Conference on Information Systems and Technologies, Terceira Island, Azores, Portugal, 2021. Springer. (to appear). Google Scholar
  22. José Carlos Paiva, José Paulo Leal, and Ricardo Alexandre Queirós. Enki: A Pedagogical Services Aggregator for Learning Programming Languages, page 332–337. ACM, New York, NY, USA, 2016. Google Scholar
  23. José Carlos Paiva, Ricardo Queirós, José Paulo Leal, and Jakub Swacha. FGPE AuthorKit - A Tool for Authoring Gamified Programming Educational Content. In Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE '20, page 564, New York, NY, USA, 2020. ACM. URL: https://doi.org/10.1145/3341525.3393978.
  24. José Carlos Paiva, Ricardo Queirós, José Paulo Leal, and Jakub Swacha. Yet Another Programming Exercises Interoperability Language (Short Paper). In Alberto Simões, Pedro Rangel Henriques, and Ricardo Queirós, editors, 9th Symposium on Languages, Applications and Technologies (SLATE 2020), volume 83 of OpenAccess Series in Informatics (OASIcs), pages 14:1-14:8, Dagstuhl, Germany, 2020. Schloss Dagstuhl-Leibniz-Zentrum für Informatik. URL: https://doi.org/10.4230/OASIcs.SLATE.2020.14.
  25. Mads Kock Pedersen, Anette Svenningsen, Niels Bonderup Dohn, Andreas Lieberoth, and Jacob Sherson. DiffGame: Game-based Mathematics Learning for Physics. Procedia - Social and Behavioral Sciences, 228(Supplement C):316-322, 2016. 2nd International Conference on Higher Education Advances,HEAd'16, 21-23 June 2016, València, Spain. URL: https://doi.org/10.1016/j.sbspro.2016.07.047.
  26. Bernadette Perry. Gamifying French Language Learning: A Case Study Examining a Quest-based, Augmented Reality Mobile Learning-tool. Procedia - Social and Behavioral Sciences, 174(Supplement C):2308-2315, 2015. International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France. URL: https://doi.org/10.1016/j.sbspro.2015.01.892.
  27. Robin K. Pettit, Lise McCoy, Marjorie Kinney, and Frederic N. Schwartz. Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology. BMC medical education, 15(1):92, 2015. URL: https://doi.org/10.1186/s12909-015-0373-7.
  28. Bardh Prenkaj, Giovanni Stilo, and Lorenzo Madeddu. Challenges and Solutions to the Student Dropout Prediction Problem in Online Courses. In Proceedings of the 29th ACM International Conference on Information & Knowledge Management, CIKM '20, page 3513–3514, New York, NY, USA, 2020. ACM. URL: https://doi.org/10.1145/3340531.3412172.
  29. Valerie J. Shute. Focus on Formative Feedback. Review of Educational Research, 78(1):153-189, 2008. URL: https://doi.org/10.3102/0034654307313795.
  30. Jakub Swacha. State of Research on Gamification in Education: A Bibliometric Survey. Education Sciences, 11(2):69, 2021. URL: https://doi.org/10.3390/educsci11020069.
  31. Jakub Swacha, José Carlos Paiva, José Paulo Leal, Ricardo Queirós, Raffaele Montella, and Sokol Kosta. GEdIL-Gamified Education Interoperability Language. Information, 11(6):287, May 2020. URL: https://doi.org/10.3390/info11060287.
  32. Jakub Swacha, Ricardo Queirós, José Carlos Paiva, and José Paulo Leal. Defining requirements for a gamified programming exercises format. Procedia Computer Science, 159:2502-2511, 2019. Knowledge-Based and Intelligent Information & Engineering Systems: Proceedings of the 23rd International Conference KES2019. URL: https://doi.org/10.1016/j.procs.2019.09.425.
  33. Alexandru Topîrceanu. Gamified learning: A role-playing approach to increase student in-class motivation. Procedia Computer Science, 112(Supplement C):41-50, 2017. Proceedings of KES 2017, Marseille, France. URL: https://doi.org/10.1016/j.procs.2017.08.017.
  34. Andika Y. Utomo, Afifa Amriani, Alham F. Aji, Fatin R. N. Wahidah, and Kasiyah M. Junus. Gamified E-learning model based on community of inquiry. In Advanced Computer Science and Information Systems (ICACSIS), 2014 International Conference on, pages 474-480, Jakarta, Indonesia, 2014. IEEE, IEEE. URL: https://doi.org/10.1109/icacsis.2014.7065830.
  35. Ibrahim Yildirim. The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33(Supplement C):86-92, 2017. URL: https://doi.org/10.1016/j.iheduc.2017.02.002.
Questions / Remarks / Feedback
X

Feedback for Dagstuhl Publishing


Thanks for your feedback!

Feedback submitted

Could not send message

Please try again later or send an E-mail
© 2023-2024 Schloss Dagstuhl – LZI GmbH About DROPS Imprint Privacy Contact