Determining the Activity of Students Through the Elements of Gamification
DOI:
https://doi.org/10.3991/ijep.v13i7.41885Keywords:
gamification, education, learners, activity, motivation, educational process, gamified educational resourcesAbstract
This study aimed to assess the impact of gamified educational resources on students’ motivation to learn the Python programming language. The study utilized the CheckiO gaming platform to diagnose the needs and motivations of students in developing knowledge, skills, and abilities related to the use of gamified educational resources. A total of 83 students from a university in Kazakhstan participated in the study, with 45 students in the experimental group and 38 students in the control group. The results showed a significant difference between the initial and final levels of motivation for certain indicators in the experimental group, whereas no such difference was observed in the control group. Specifically, the number of students with a low level of motivation decreased, while the number of students with a high level of motivation increased in the experimental group. The evaluation of student performance in the learning process was based on the completion of tasks, where an incorrect execution resulted in the report value not being displayed and an inability to progress to the next stage. Our study suggests that the incorporation of gamified educational resources has a significant impact on students’ motivation to learn, which can lead to improved academic performance and higher levels of engagement in the learning process.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 PhD Candidate Tokzhigitova, Associate Professor Yermaganbetova, Associate Professor Tokzhigitova
This work is licensed under a Creative Commons Attribution 4.0 International License.
The submitting author warrants that the submission is original and that she/he is the author of the submission together with the named co-authors; to the extend the submission incorporates text passages, figures, data or other material from the work of others, the submitting author has obtained any necessary permission.
Articles in this journal are published under the Creative Commons Attribution Licence (CC-BY What does this mean?). This is to get more legal certainty about what readers can do with published articles, and thus a wider dissemination and archiving, which in turn makes publishing with this journal more valuable for you, the authors.
By submitting an article the author grants to this journal the non-exclusive right to publish it. The author retains the copyright and the publishing rights for his article without any restrictions.
This journal has been awarded the SPARC Europe Seal for Open Access Journals (What's this?)