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COAR Access Rights: open accessSubject: Gamification

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    Article
    Citation - WoS: 5
    Citation - Scopus: 5
    Evaluation of an Industrial Case of Gamification in Software Quality Improvement
    (Serious Games Soc, 2023) Say, Bilge; Altunel, Haluk; Kosa, Mehmet; Koca-Atabey, Muejde
    The value of industrial-scale gamification interventions for improving software quality is a topic of interest for software engineering research; but it has not frequently been analysed from the perspective of the developer's experiences. The objective of this study is to qualitatively evaluate developers' experiences in a team-based, leaderboard-style gamification intervention in a large software house. To understand the dynamics of positive outcomes in improving code security and quality, semi structured interviews were conducted regarding both technical and psychosocial aspects. Eight members of three different leaderboard teams with different standings in the final leaderboard were interviewed, and the transcripts were examined using Interpretive Phenomenological Analysis. The results showed that the gamification intervention did result in positive individual and team-based awareness and behaviour change in a range of technical practices such as unit testing, code reviewing, and design. Post intervention, the participants discussed how their motivation, sense of belonging, and communication improved, also expressing concerns over attainability and fairness of gamification goals and relevance to existing workload. The experiential perspective emerging from analysed themes gives broader insights in technical and socio-psychological dimensions than available in the current literature.
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    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Enhancing Web Development Education With Game-Based and Gamification Learning: A Study of Engagement, Motivation, and Performance
    (IEEE-Inst Electrical Electronics Engineers inc, 2025) Ojonuba, Suzan Ejura; Turkmen, Guzin; Toker, Sacip
    Web development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education.