This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.
|Advisor:||Bennett, John K.|
|Commitee:||Grunwald, Dirk, Lewis, Clayton, Prey, Jane, Sicker, Doug C., Sieber, Diane E.|
|School:||University of Colorado at Boulder|
|School Location:||United States -- Colorado|
|Source:||DAI-A 77/05(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Computer science|
|Keywords:||Computer science principles, Cs1, Gamification, Introductory computer science, Motivation, Self-determination theory|
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