Leveraging Gamification in ICT Education: Examining Gender Differences and Learning Outcomes in Programming Courses

Vista sencilla de ítem
dc.contributor.affiliationMellado R., Escuela de Comercio, Pontificia Universidad Católica de Valparaíso, Valparaíso, 2340025, Chile
dc.contributor.affiliationCubillos C., Escuela de Ingeniería Informática, Pontificia Universidad Católica de Valparaíso, Valparaíso, 2340025, Chile
dc.contributor.affiliationVicari R.M., Instituto de Informática, Universidade Federal do Rio Grande do Sul, Porto Alegre, 90010-150, Brazil
dc.contributor.affiliationGasca-Hurtado G., Facultad de Ingenierías, Universidad de Medellín, Medellín, 50026, Colombia
dc.contributor.authorMellado R.
dc.contributor.authorCubillos C.
dc.contributor.authorVicari R.M.
dc.contributor.authorGasca-Hurtado G.
dc.date.accessioned2024-12-27T20:52:04Z
dc.date.available2024-12-27T20:52:04Z
dc.date.issued2024
dc.descriptionThis study investigates the differential effects of gamification on learning outcomes, motivation, and usability perceptions in an introductory programming course, focusing on gender differences. While gamification has shown promise for increasing student engagement in educational settings, its impact may vary across genders. An experimental study was conducted with 88 university students randomly assigned to gamified and non-gamified groups. Learning gains were assessed through pre- and post-tests, motivational factors were measured via questionnaires, and usability perceptions were evaluated using the Technology Acceptance Model (TAM) questionnaire. Results revealed that women learned significantly more than men in the non-gamified condition, while men outperformed women in the gamified condition. Furthermore, men reported higher enjoyment, usefulness, and comfort with the gamified tool than women. Interestingly, both genders indicated greater satisfaction with the non-gamified version. These findings contribute nuanced insights into how gamification impacts genders differently in programming education, suggesting that gamification may hinder women’s learning while modestly benefiting men. The study highlights the importance for practitioners to carefully consider gender dynamics when implementing gamified approaches, potentially offering customization options or blended techniques to optimize learning outcomes for all students in programming education. © 2024 by the authors.
dc.identifier.doi10.3390/app14177933
dc.identifier.instnameinstname:Universidad de Medellínspa
dc.identifier.issn20763417
dc.identifier.reponamereponame:Repositorio Institucional Universidad de Medellínspa
dc.identifier.repourlrepourl:https://repository.udem.edu.co/
dc.identifier.urihttp://hdl.handle.net/11407/8711
dc.language.isoeng
dc.publisher.facultyFacultad de Ingenieríasspa
dc.publisher.programIngeniería de Sistemasspa
dc.relation.citationissue17
dc.relation.citationvolume14
dc.relation.isversionofhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85203622649&doi=10.3390%2fapp14177933&partnerID=40&md5=fc26da949ffabc859cee803bf5f0eb5e
dc.relation.referencesEppmann R., Bekk M., Klein K., Gameful Experience in Gamification: Construction and Validation of a Gameful Experience Scale [GAMEX], J. Interact. Mark, 43, pp. 98-115, (2018)
dc.relation.referencesLanders R., Bauer K., Callan R., Armstrong M., Psychological Theory and the Gamification of Learning, pp. 165-186, (2015)
dc.relation.referencesRodrigues L., Pereira F., Toda A., Palomino P., Oliveira W., Pessoa M., Carvalho L., Oliveira D., Oliveira E., Cristea A., Et al., Are They Learning or Playing? Moderator Conditions of Gamification’s Success in Programming Classrooms, ACM Trans. Comput. Educ, 22, pp. 1-30, (2022)
dc.relation.referencesSeveriens S., Dam G.T., Gender and Gender Identity Differences in Learning Styles, Educ. Psychol, 17, pp. 79-93, (1997)
dc.relation.referencesHamari J., Demographic Differences in Perceived Benefits from Gamification, Comput. Hum. Behav, 35, pp. 179-188, (2014)
dc.relation.referencesOliveira W., Bittencourt I.I., Selecting the Most Suitable Gamification Elements for Each Situation, Tailored Gamification to Educational Technologies, pp. 55-69, (2019)
dc.relation.referencesHanus M.D., Fox J., Assessing the Effects of Gamification in the Classroom: A Longitudinal Study on Intrinsic Motivation, Social Comparison, Satisfaction, Effort, and Academic Performance, Comput. Educ, 80, pp. 152-161, (2015)
dc.relation.referencesMekler E.D., Bruhlmann F., Tuch A.N., Opwis K., Towards Understanding the Effects of Individual Gamification Elements on Intrinsic Motivation and Performance, Comput. Hum. Behav, 71, pp. 525-534, (2017)
dc.relation.referencesEkici M., A Systematic Review of the Use of Gamification in Flipped Learning, Educ. Inf. Technol, 26, pp. 3327-3346, (2021)
dc.relation.referencesManzano-Leon A., Camacho-Lazarraga P., Guerrero M.A., Guerrero-Puerta L., Aguilar-Parra J.M., Trigueros R., Alias A., Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education, Sustainability, 13, (2021)
dc.relation.referencesRitzhaupt A.D., Huang R., Sommer M., Zhu J., Stephen A., Valle N., Hampton J., Li J., A Meta-Analysis on the Influence of Gamification in Formal Educational Settings on Affective and Behavioral Outcomes, Educ. Technol. Res. Dev, 69, pp. 2493-2522, (2021)
dc.relation.referencesSaleem A.N., Noori N.M., Ozdamli F., Gamification Applications in E-Learning: A Literature Review, Technol. Knowl. Learn, 27, pp. 139-159, (2022)
dc.relation.referencesJaramillo-Mediavilla L., Basantes-Andrade A., Cabezas-Gonzalez M., Casillas-Martin S., Impact of Gamification on Motivation and Academic Performance: A Systematic Review, Educ. Sci, 14, (2024)
dc.relation.referencesKhaldi A., Bouzidi R., Nader F., Gamification of E-Learning in Higher Education: A Systematic Literature Review, Smart Learn. Environ, 10, (2023)
dc.relation.referencesSmiderle R., Rigo S.J., Marques L.B., Pecanha de Miranda Coelho J.A., Jaques P.A., The Impact of Gamification on Students’ Learning, Engagement and Behavior Based on Their Personality Traits, Smart Learn. Environ, 7, (2020)
dc.relation.referencesRodrigues L., Pereira F.D., Toda A.M., Palomino P.T., Pessoa M., Carvalho L.S.G., Fernandes D., Oliveira E.H.T., Cristea A.I., Isotani S., Gamification Suffers from the Novelty Effect but Benefits from the Familiarization Effect: Findings from a Longitudinal Study, Int. J. Educ. Technol. High. Educ, 19, (2022)
dc.relation.referencesArufe-Giraldez V., Sanmiguel-Rodriguez A., Ramos-Alvarez O., Navarro-Paton R., Gamification in Physical Education: A Systematic Review, Educ. Sci, 12, (2022)
dc.relation.referencesSailer M., Hense J., Mandl H., Klevers M., Psychological Perspectives on Motivation through Gamification, Interact. Des. Archit, 19, pp. 28-37, (2013)
dc.relation.referencesSangucho A.J.M., Aillon T.M.F., Gamificación como técnica didáctica en el aprendizaje de las Ciencias Naturales, INNOVA Res. J, 5, pp. 164-181, (2020)
dc.relation.referencesSeaborn K., Fels D.I., Gamification in Theory and Action: A Survey, Int. J. Hum.-Comput. Stud, 74, pp. 14-31, (2015)
dc.relation.referencesStadler D., Bilgram V., Gamification: Best Practices in Research and Tourism, Open Tourism: Open Innovation, Crowdsourcing and Co-Creation Challenging the Tourism Industry, pp. 363-370, (2016)
dc.relation.referencesBorges S.S., Durelli V.H.S., Reis H., Isotani S., A Systematic Mapping on Gamification Applied to Education, Proceedings of the 29th Annual ACM Symposium on Applied Computing, pp. 108-113
dc.relation.referencesBroer J., Breiter A., Potentials of Gamification in Learning Management Systems: A Qualitative Evaluation, Design for Teaching and Learning in a Networked World: 10th European Conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15–18, 2015, (2015)
dc.relation.referencesDichev C., Dicheva D., Gamifying Education: What Is Known, What Is Believed and What Remains Uncertain: A Critical Review, Int. J. Educ. Technol. High. Educ, 14, (2017)
dc.relation.referencesSingh S., Gamification: A Strategic Tool for Organizational Effectiveness, Int. J. Manag, 1, pp. 108-113, (2012)
dc.relation.referencesLumsden J., Edwards E.A., Lawrence N.S., Coyle D., Munafo M.R., Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy, JMIR Serious Games, 4, (2016)
dc.relation.referencesSouza M., Moreira R., Figueiredo E., Playing the Project: Incorporating Gamification into Project-Based Approaches for Software Engineering Education, Proceedings of the Anais do Workshop sobre Educação em Computação (WEI), SBC, pp. 71-80
dc.relation.referencesDeterding S., Dixon D., Khaled R., Nacke L., From Game Design Elements to Gamefulness: Defining “Gamification, Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15, (2011)
dc.relation.referencesAttali Y., Arieli-Attali M., Gamification in Assessment: Do Points Affect Test Performance?, Comput. Educ, 83, pp. 57-63, (2015)
dc.relation.referencesSailer M., Hense J.U., Mayr S.K., Mandl H., How Gamification Motivates: An Experimental Study of the Effects of Specific Game Design Elements on Psychological Need Satisfaction, Comput. Hum. Behav, 69, pp. 371-380, (2017)
dc.relation.referencesDominguez A., Saenz-de-Navarrete J., de-Marcos L., Fernandez-Sanz L., Pages C., Martinez-Herraiz J.-J., Gamifying Learning Experiences: Practical Implications and Outcomes, Comput. Educ, 63, pp. 380-392, (2013)
dc.relation.referencesBarata G., Gama S., Jorge J., Goncalves D., Improving Participation and Learning with Gamification, Proceedings of the Proceedings of the First International Conference on Gameful Design, Research, and Applications, pp. 10-17, (2013)
dc.relation.referencesToda A.M., Valle P.H.D., Isotani S., The Dark Side of Gamification: An Overview of Negative Effects of Gamification in Education, Proceedings of the Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions, pp. 143-156, (2018)
dc.relation.referencesPektas M., Kepceoglu I., What Do Prospective Teachers Think about Educational Gamification?, Sci. Educ. Int, 30, pp. 65-74, (2019)
dc.relation.referencesTenorio M., Reinaldo F., Gois L., Lopes R., Junior G.D.S., Elements of Gamification in Virtual Learning Environments, Teaching and Learning in a Digital World, (2017)
dc.relation.referencesRapp A., Hopfgartner F., Hamari J., Linehan C., Cena F., Strengthening Gamification Studies: Current Trends and Future Opportunities of Gamification Research, Int. J. Hum.-Comput. Stud, 127, pp. 1-6, (2019)
dc.relation.referencesKalogiannakis M., Papadakis S., Zourmpakis A.-I., Gamification in Science Education. A Systematic Review of the Literature, Educ. Sci, 11, (2021)
dc.relation.referencesWulantari N.P., Rachman A., Sari M.N., Uktolseja L.J., Rofi'i A., The Role of Gamification in eng Language Teaching: A Literature Review, J. Educ, 6, pp. 2847-2856, (2023)
dc.relation.referencesSeal D.B., Bag S., Effects of Gamified Learning on Academic Achievements: Does Gender Matter?, Digital Technologies for Smart Business, Economics and Education: Towards a Promising Future, pp. 225-242, (2023)
dc.relation.referencesKhasawneh Y.J.A., Khasawneh N., Khasawneh M.A.S., Exploring the Long-Term Effects: Retention and Transfer of Skills in Gamified Learning Environment, Int. J. Data Netw. Sci, 8, pp. 195-200, (2024)
dc.relation.referencesChiarello F., Fioretti D., Antognozzi T., Bertani F.R., Bilancini E., Bisanti M., Boncinelli L., Businaro L., Paolo R.D., Gerardino A., Et al., The Language of Life: A Game-Based Workshop for Introducing Protein Biosynthesis, Eur. Conf. Games Based Learn, 17, pp. 101-107, (2023)
dc.relation.referencesSubhash S., Cudney E.A., Gamified Learning in Higher Education: A Systematic Review of the Literature, Comput. Hum. Behav, 87, pp. 192-206, (2018)
dc.relation.referencesKoivisto J., Hamari J., The Rise of Motivational Information Systems: A Review of Gamification Research, Int. J. Inf. Manag, 45, pp. 191-210, (2019)
dc.relation.referencesCalles-Esteban F., Hellin C.J., Tayebi A., Liu H., Lopez-Benitez M., Gomez J., Influence of Gamification on the Commitment of the Students of a Programming Course: A Case Study, Appl. Sci, 14, (2024)
dc.relation.referencesAlkhawalde M.A., Khasawneh M.A.S., Designing Gamified Assistive Apps: A Novel Approach to Motivating and Supporting Students with Learning Disabilities, Int. J. Data Netw. Sci, 8, pp. 53-60, (2024)
dc.relation.referencesChickerur S., Joshi K., 3D Face Model Dataset: Automatic Detection of Facial Expressions and Emotions for Educational Environments, Br. J. Educ. Technol, 46, pp. 1028-1037, (2015)
dc.relation.referencesAbdul Rahman M.H., Ismail Yusuf Panessai I., Mohd Noor N.A.Z., Mat Salleh N.S., Gamification Elements and Their Impacts on Teaching and Learning—A review, Int. J. Multimed. Its Appl, 10, pp. 37-46, (2018)
dc.relation.referencesKhasawneh M.A.S., Beyond Digital Platforms: Gamified Skill Development in Real-World Scenarios and Environmental Variables, Int. J. Data Netw. Sci, 8, pp. 213-220, (2024)
dc.relation.referencesLampropoulos G., Keramopoulos E., Diamantaras K., Evangelidis G., Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies, Appl. Sci, 12, (2022)
dc.relation.referencesAndrews P., Schwarz J., Helme R., Students Can Learn Medicine with Computers. Evaluation of an Interactive Computer Learning Package in Geriatric Medicine, Med. J. Aust, 157, pp. 693-695, (1992)
dc.relation.referencesHendrycks D., Basart S., Kadavath S., Mazeika M., Arora A., Guo E., Burns C., Puranik S., He H., Song D., Et al., Measuring Coding Challenge Competence with APPS, arXiv, (2021)
dc.relation.referencesScherer R., Siddiq F., Sanchez Viveros B., The Cognitive Benefits of Learning Computer Programming: A Meta-Analysis of Transfer Effects, J. Educ. Psychol, 111, pp. 764-792, (2019)
dc.relation.referencesDalton D.W., Goodrum D.A., The Effects of Computer Programming on Problem-Solving Skills and Attitudes, J. Educ. Comput. Res, 7, pp. 483-506, (1991)
dc.relation.referencesEffenberger T., Cechak J., Pelanek R., Measuring Difficulty of Introductory Programming Tasks, Proceedings of the Sixth (2019) ACM Conference on Learning@ Scale, pp. 1-4
dc.relation.referencesEzenwoye O., What Language?—The Choice of an Introductory Programming Language, Proceedings of the 2018 IEEE Frontiers in Education Conference (FIE), pp. 1-8
dc.relation.referencesKo A.J., Myers B.A., Aung H.H., Six Learning Barriers in End-User Programming Systems, Proceedings of the 2004 IEEE Symposium on Visual Languages-Human Centric Computing, pp. 199-206
dc.relation.referencesKurebayashi S., Kamada T., Kanemune S., Learning Computer Programming with Autonomous Robots, 4226, pp. 138-149, (2006)
dc.relation.referencesMalik S.I., Shakir M., Eldow A., Ashfaque M.W., Promoting Algorithmic Thinking in an Introductory Programming Course, Int. J. Emerg. Technol. Learn. IJET, 14, (2019)
dc.relation.referencesNandigam D., Bathula H., Competing Dichotomies in Teaching Computer Programming to Beginner-Students, Am. J. Educ. Res, 1, pp. 307-312, (2013)
dc.relation.referencesApiola M., Tedre M., New Perspectives on the Pedagogy of Programming in a Developing Country Context, Comput. Sci. Educ, 22, pp. 285-313, (2012)
dc.relation.referencesGovender I., Experiences of Learning and Teaching: Problem Solving in Computer Programming, Afr. J. Res. Math. Sci. Technol. Educ, 11, pp. 39-50, (2007)
dc.relation.referencesRanjeeth S., Naidoo R., An Investigation into the Relationship between the Level of Cognitive Maturity and the Types of Errors Made by Students in a Computer Programming Course, Coll. Teach. Methods Styles J. (CTMS), 3, (2011)
dc.relation.referencesKhaleel F.L., Wook T., Quantifying User Experience in Using Learning Gamification Website, J. Theor. Appl. Inf. Technol, 96, pp. 7783-7793, (2018)
dc.relation.referencesMellado R., Cubillos C., Gamification Improves Learning: Experience in a Training Activity of Computer Programming in Higher Education, J. Comput. Assist. Learn, 40, pp. 1959-1973, (2024)
dc.relation.referencesMarin B., Frez J., Cruz-Lemus J., Genero M., An Empirical Investigation on the Benefits of Gamification in Programming Courses, ACM Trans. Comput. Educ, 19, pp. 1-22, (2019)
dc.relation.referencesBegosso L.R., Begosso L.C., Cunha D., Pinto J.V., Lemos L., Nunes M., The Use of Gamification for Teaching Algorithms, FedCSIS (Commun. Pap.), 17, pp. 225-231, (2018)
dc.relation.referencesRodrigues L., Toda A.M., Oliveira W., Palomino P.T., Avila-Santos A.P., Isotani S., Gamification Works, but How and to Whom? An Experimental Study in the Context of Programming Lessons, Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pp. 184-190, (2021)
dc.relation.referencesGarcia-Cabot A., Garcia-Lopez E., Caro-Alvaro S., Gutierrez-Martinez J., de-Marcos L., Measuring the Effects on Learning Performance and Engagement with a Gamified Social Platform in an MSc Program, Comput. Appl. Eng. Educ, 28, pp. 207-223, (2020)
dc.relation.referencesKasahara R., Sakamoto K., Washizaki H., Fukazawa Y., Applying Gamification to Motivate Students to Write High-Quality Code in Programming Assignments, Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, pp. 92-98, (2019)
dc.relation.referencesKnutas A., Ikonen J., Nikula U., Porras J., Increasing Collaborative Communications in a Programming Course with Gamification: A Case Study, Proceedings of the 15th International Conference on Computer Systems and Technologies, pp. 370-377, (2014)
dc.relation.referencesFresno J., Ortega-Arranz H., Ortega-Arranz A., Gonzalez-Escribano A., Llanos D.R., Fresno J., Ortega-Arranz H., Ortega-Arranz A., Gonzalez-Escribano A., Llanos D.R., Applying Gamification in a Parallel Programming Course
dc.relation.referencesFigueiredo J., Garcia-Penalvo F.J., Increasing Student Motivation in Computer Programming with Gamification, Proceedings of the 2020 IEEE Global Engineering Education Conference (EDUCON), pp. 997-1000
dc.relation.referencesSwacha J., Szydlowska J., Does Gamification Make a Difference in Programming Education? Evaluating FGPE-Supported Learning Outcomes, Educ. Sci, 13, (2023)
dc.relation.referencesSharma R., Sharma H., Ali A., Sahani C., Gupta P., An Empirical Study Gender-Based Perception of Gamification and Its Impact on Programming Skill Enhancement, J. Inform. Educ. Res, 3, (2023)
dc.relation.referencesBuisman A.L.D., Eekelen M.V., Gamification in Educational Software Development, Proceedings of the CSERC
dc.relation.referencesSeveriens S.E., Ten Dam G.T.M., Gender Differences in Learning Styles: A Narrative Review and Quantitative Meta-Analysis, High. Educ, 27, pp. 487-501, (1994)
dc.relation.referencesMeyer J.H.F., Dunne T.T., Richardson J.T.E., A Gender Comparison of Contextualised Study Behaviour in Higher Education, High. Educ, 27, pp. 469-485, (1994)
dc.relation.referencesVoyer D., Voyer S.D., Gender Differences in Scholastic Achievement: A Meta-Analysis, Psychol. Bull, 140, pp. 1174-1204, (2014)
dc.relation.referencesDuckworth A.L., Seligman M.E.P., Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores, J. Educ. Psychol, 98, pp. 198-208, (2006)
dc.relation.referencesIngalhalikar M., Smith A., Parker D., Satterthwaite T.D., Elliott M.A., Ruparel K., Hakonarson H., Gur R.E., Gur R.C., Verma R., Sex Differences in the Structural Connectome of the Human Brain, Proc. Natl. Acad. Sci. USA, 111, pp. 823-828, (2014)
dc.relation.referencesHonigsfeld A., Dunn R., High School Male and Female Learning-Style Similarities and Differences in Diverse Nations, J. Educ. Res, 96, pp. 195-206, (2003)
dc.relation.referencesPicho K., Stephens J.M., Culture, Context and Stereotype Threat: A Comparative Analysis of Young Ugandan Women in Coed and Single-Sex Schools, J. Educ. Res, 105, pp. 52-63, (2012)
dc.relation.referencesMutua J., Oyoo S., Gender Differences in Learning Strategies and Academic Achievement among Form Three Secondary School Students in Nairobi County, Kenya, Int. J. Appl. Psychol, 10, pp. 1-7, (2020)
dc.relation.referencesVillalustre L., Cueli M., Assessing the Computational Thinking of Pre-Service Teachers: A Gender and Robotics Programming Experience Analysis, Educ. Sci, 13, (2023)
dc.relation.referencesHamari J., Koivisto J., Sarsa H., Does Gamification Work?—A Literature Review of Empirical Studies on Gamification, Proceedings of the 2014 47th Hawaii International Conference on System Sciences, pp. 3025-3034
dc.relation.referencesDicheva D., Dichev C., Agre G., Angelova G., Gamification in Education: A Systematic Mapping Study, J. Educ. Technol. Soc, 18, pp. 75-88, (2015)
dc.relation.referencesLiu C., Wang Z., Yang Y., Mao P., Tai R.H., Cai Z., Fan X., Do Males Have More Favorable Attitudes towards Digital Game Use than Females: A Meta-Analytic Review, Child. Youth Serv. Rev, 160, (2024)
dc.relation.referencesZahedi L., Batten J., Ross M., Potvin G., Damas S., Clarke P., Davis D., Gamification in Education: A Mixed-Methods Study of Gender on Computer Science Students’ Academic Performance and Identity Development, J. Comput. High. Educ, 33, pp. 441-474, (2021)
dc.relation.referencesDuda E., Anacka H., Kowal J., Nowakowska I., Obracht-Prondzynska H., Cecilie H., Radziszewski K., Romanowska M., Wyciszkiewicz A., Zawieska J., Encouraging Pro-environmental Behaviour Through an Educational Mobile Application: Preliminary Insights from Early Adopters, Int. J. Pedagogy Innov. New Technol, 10, pp. 64-78, (2023)
dc.relation.referencesSilva Barbosa J.F., Chalco Challco G., Bittencourt I.I., Does Gender-Stereotyped Gamification Increase Negative Thinking? Results from an Experimental Study with Logic Tutoring Systems, Interact. Learn. Environ, pp. 1-28, (2023)
dc.relation.referencesHajarian M., Bastanfard A., Mohammadzadeh J., Khalilian M., A Personalized Gamification Method for Increasing User Engagement in Social Networks, Soc. Netw. Anal. Min, 9, (2019)
dc.relation.referencesPapastergiou M., Digital Game-Based Learning in High School Computer Science Education: Impact on Educational Effectiveness and Student Motivation, Comput. Educ, 52, pp. 1-12, (2009)
dc.relation.referencesZhang L., Lei Y., Pelton T., Pelton L.F., Shang J., An Exploration of Gendered Differences in Cognitive, Motivational and Emotional Aspects of Game-Based Math Learning, J. Comput. Assist. Learn, pp. 1-17, (2024)
dc.relation.referencesHinojo-Lucena F.-J., Gomez-Garcia G., Marin J.A.M., Romero-Rodriguez J.-M., Gamificación por insignias para la igualdad y equidad de género en Educación Superior, Rev. Prisma Soc, 35, pp. 184-198, (2021)
dc.relation.referencesOliveira W., Hamari J., Shi L., Toda A.M., Rodrigues L., Palomino P.T., Isotani S., Tailored Gamification in Education: A Literature Review and Future Agenda, Educ. Inf. Technol, 28, pp. 373-406, (2023)
dc.relation.referencesPadilla-Melendez A., del Aguila-Obra A.R., Garrido-Moreno A., Perceived Playfulness, Gender Differences and Technology Acceptance Model in a Blended Learning Scenario, Comput. Educ, 63, pp. 306-317, (2013)
dc.relation.referencesBuffum P.S., Frankosky M., Boyer K.E., Wiebe E.N., Mott B.W., Lester J.C., Collaboration and Gender Equity in Game-Based Learning for Middle School Computer Science, Comput. Sci. Eng, 18, pp. 18-28, (2016)
dc.relation.referencesDenden M., Tlili A., Essalmi F., Jemni M., An Investigation of the Factors Affecting the Perception of Gamification and Game Elements, Proceedings of the 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA), pp. 1-6
dc.relation.referencesChang C.-C., Yan C.-F., Tseng J.-S., Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and eng Learning for College Students, Australas. J. Educ. Technol, 28, pp. 809-826, (2012)
dc.relation.referencesKafai Y.B., Diversifying Barbie and Mortal Kombat: Intersectional Perspectives and Inclusive Designs in Gaming, (2017)
dc.relation.referencesPolo-Pena A.I., Frias-Jamilena D.M., Fernandez-Ruano M.L., Influence of Gamification on Perceived Self-Efficacy: Gender and Age Moderator Effect, Int. J. Sports Mark. Spons, 22, pp. 453-476, (2020)
dc.relation.referencesOre C.B., Operacionalización de la taxonomía de Anderson y Krathwohl para la docencia universitaria, Paid. XXI, 3, pp. 109-119, (2013)
dc.relation.referencesRodriguez M.C., Recreando la taxonomía de bloom para niños artistas. Hacia una educación artística metacognitiva, metaemotiva y metaafectiva, Artseduca, 24, pp. 65-84, (2019)
dc.relation.referencesDavis F.D., Bagozzi R.P., Warshaw P.R., User Acceptance of Computer Technology: A Comparison of Two Theoretical Models, Manag. Sci, 35, pp. 982-1003, (1989)
dc.relation.referencesXi N., Hamari J., Does Gamification Satisfy Needs? A Study on the Relationship between Gamification Features and Intrinsic Need Satisfaction, Int. J. Inf. Manag, 46, pp. 210-221, (2019)
dc.relation.referencesHamari J., Koivisto J., Working out for Likes”: An Empirical Study on Social Influence in Exercise Gamification, Comput. Hum. Behav, 50, pp. 333-347, (2015)
dc.relation.referencesSuh A., Wagner C., Liu L., The Effects of Game Dynamics on User Engagement in Gamified Systems, Proceedings of the 2015 48th Hawaii International Conference on System Sciences, pp. 672-681
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.sourceApplied Sciences (Switzerland)
dc.sourceAppl. Sci.
dc.sourceScopus
dc.subjectEngagementeng
dc.subjectGamificationeng
dc.subjectGender differenceseng
dc.subjectMotivationeng
dc.subjectProgramming educationeng
dc.subjectFederated learningeng
dc.subjectGamificationeng
dc.subjectStudentseng
dc.subjectConditioneng
dc.subjectDifferential effecteng
dc.subjectEngagementeng
dc.subjectGamificationeng
dc.subjectGender-differenceseng
dc.subjectICT educationeng
dc.subjectIntroductory programming courseeng
dc.subjectLearning outcomeeng
dc.subjectProgramming courseeng
dc.subjectProgramming educationeng
dc.subjectContrastive Learningeng
dc.titleLeveraging Gamification in ICT Education: Examining Gender Differences and Learning Outcomes in Programming Courseseng
dc.typeArticle
dc.type.localArtículo de revistaspa
dc.type.versioninfo:eu-repo/semantics/publishedVersion

Archivos

Colecciones

Indexados Scopus