Int
ern
at
i
onal
Journ
al of Ele
ctrical
an
d
Co
mput
er
En
gin
eeri
ng
(IJ
E
C
E)
Vo
l.
10
,
No.
5
,
Octo
be
r
2020
,
pp.
4965
~
4972
IS
S
N: 20
88
-
8708
,
D
O
I: 10
.11
591/
ijece
.
v10
i
5
.
pp
4965
-
49
72
4965
Journ
al h
om
e
page
:
http:
//
ij
ece.i
aesc
or
e.c
om/i
nd
ex
.ph
p/IJ
ECE
The imp
act of
gamificati
on
on stud
ents learni
ng engag
emen
t
Fir
as
L
ayth
K
ha
le
el
1
, Nor
ai
da
h
S
ahari As
haari
2
, Ten
gku Siti
Meriam
Tengku W
oo
k
3
1
El
e
ct
roni
c
Com
pute
r
C
ent
er
,
Tikrit
Univ
ersity
,
I
raq
2,3
Facul
t
y
of
Inf
orm
at
ion
Sci
ence
and
T
ec
hnolog
y
,
Univer
si
ti Ke
bangsa
an
Ma
lays
ia
,
Ma
lay
si
a
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
Dec
9
, 2
019
Re
vised
Ma
r 9
,
2020
Accepte
d
Ma
r
30
, 202
0
Gam
ifi
ca
t
ion
is
to
use
game
e
le
m
ent
s
in
a
no
n
-
game
context
to
inc
r
ea
se
enga
gement
betw
ee
n
hum
an
an
d
computer
,
on
t
he
oth
er
hand
,
t
o
enc
our
ag
e
in
-
demand
for
good
beha
viors
in
learni
ng.
This
rese
arc
h
tri
ed
to
inc
r
ea
s
e
student
eng
agem
ent
s
in
learni
ng
b
y
condu
c
t
ed
Gam
ifi
c
at
io
n
te
chn
iqu
e
espe
cially
in
d
i
ffic
ul
t
subje
ct
s
such
as
Progra
m
m
ing
La
ngua
ge
cour
ses.
The
pre
vious
work
was
sho
wn
tha
t
student
s
droppe
d,
failed
,
or
withdre
w
f
r
o
m
t
h
e
c
o
u
r
s
e
a
t
r
a
t
e
s
o
f
b
e
t
w
e
e
n
3
5
%
a
n
d
5
0
%
.
T
h
e
r
e
f
o
r
e
t
h
e
m
a
i
n
o
b
j
e
c
t
i
v
e
of
thi
s
stud
y
is
to
in
cre
as
e
stu
dent
eng
age
m
en
ts
in
l
ea
rning
p
rogra
m
m
ing
subjec
t
,
and
al
s
o
to
m
ea
sure
the
impact
of
g
ame
el
ements
o
n
student
’s
enga
gements.
Fi
nal
l
y
,
th
e
findi
n
gs
have
show
n
t
he
score
of
game
elem
ent
s
tha
t
have a good
eff
e
ct on
stud
en
t’s
enga
g
ement
i
n
the e
xp
eri
m
ent group.
Ke
yw
or
d
s
:
Gam
e elem
ent
s
Gam
e
m
echan
ic
Gam
ific
ation
Moti
vation
Pr
og
ram
m
ing
langua
ge
Copyright
©
202
0
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Firas
Lay
th
Kh
al
eel
,
Ele
ct
ro
nic
Co
m
pu
te
r
Ce
nter,
Tikrit U
nive
rsi
ty
,
Sala
h Din, Ti
kri
t ci
ty
, A
lqa
disiy
a, Box Mai
l Offic
e
(42)
, Ir
aq
.
Em
a
il
: Firas_lay
th@tu.
e
du.iq
1.
INTROD
U
CTION
Stud
e
nt
en
ga
gem
ent
ref
er
s
to
the
de
gr
ee
of
at
te
ntion
,
c
ur
i
osi
ty
,
interest
,
optim
is
m
,
and
ardo
ur
that
colle
ge
st
ud
e
nt
s
ex
hib
it
w
he
n
they
a
re
get
ti
ng
to
kn
ow
or
bei
ng
ta
ug
ht,
wh
ic
h
e
xte
nd
s
to
the
sta
ge
of
m
ot
ivati
on
t
he
y
hav
e
to
stu
dy
and
gr
ow
t
h
in
their
ed
u
cat
ion
[
1].
T
her
e
are
num
ero
us
te
chn
i
ques
th
at
can
a
m
plify
the
eng
a
gem
ent
of
the
us
er
.
Co
m
pet
it
ion
is
ano
t
her
a
ppr
oa
ch
that
can
be
us
ed
i
n
co
r
porati
ons
gam
ific
ation
a
s
a
acc
ur
at
e
c
har
act
erist
ic
[
2].
Gam
ific
ati
on
can
facil
it
at
e
m
otivati
on
w
hich
bri
ngs
ab
out
the
en
gag
em
ent
of
us
e
rs,
res
ul
ti
ng
in
hi
gh
e
r
ov
e
rall
perf
orm
ance
and
al
te
rn
at
e
of
be
ha
vi
or
[3
]
.
Co
ns
e
quently
,
[4
-
7]
el
ucidate
d
that
a
n
strat
e
gy
w
hich
can
effor
tl
essly
am
plify
the
e
nga
gem
ents
and
a
pp
li
ed
in
a
n
e
xciti
ng
m
ann
er
(
su
c
h
as
gam
es
li
ke
el
e
m
ents)
ough
t
to
be
a
dopted
in
gai
ning
knowle
dge
of
di
ff
ic
ult
su
bj
ect
s
.
Gam
ific
ation
r
efers
to
the
use
of
rec
reati
on
factor
s
in
a
non
-
gam
e
con
te
xt
to
ex
pand
e
ng
a
gem
ent
between
hu
m
an
bei
ngs
and com
pu
te
r
s
yst
e
m
s an
d
to
cl
ear up
tr
oubl
es co
rr
ect
ly
[8
-
14
]
.
In
[
15
]
def
i
ne
d
that
Gam
ific
at
ion
ca
n
be
noti
on
of
a
s
the
us
e
of
portio
ns
of
gam
es
to
m
otivate
le
arn
er
s,
howe
ver
the
real
de
finiti
on
of
Ga
m
ific
at
ion
include
s
us
i
ng
ga
m
e
-
based
m
echan
ic
s
,
aest
het
ic
s,
and
recreati
on
qu
e
sti
on
in
g
t
o
ha
ve
inte
racti
on
people,
i
nspir
e
act
ion
,
pr
om
ote
le
arn
in
g,
an
d
rem
edy
pro
bl
e
m
s.
G.
Zic
he
rm
ann
in
[
16
]
desc
r
ibed
Gam
ific
ation
as
a
m
e
thod
of
gam
e
qu
est
ion
in
g
an
d
r
ecreat
ion
m
ec
han
ic
s
that en
gages
use
rs
a
nd s
olv
es
pro
blem
s.
Gam
ific
ation
is
a
fun
dam
ent
al
ly
po
rtio
n
of
an
ap
plica
ti
on
since
it
can
guara
ntee
the
a
dequacy
of
it
s
util
iz
ation
,
as
il
lustrate
d
within
the
c
om
es
ab
ou
t
of
[17].
I
ns
ide
t
he
le
arn
i
ng
e
nviro
nm
ent,
the
be
ne
fits
of
Gam
ific
ation
c
om
po
ne
nts
ca
nnot
be
overl
ooke
d
si
nce
the
m
os
t
obj
ect
iv
e
is
to
exte
nd
cl
ie
nt
adequac
y
and
unde
rs
ta
ndin
g
inside
a
fun
and
a
gr
eea
ble
le
arn
i
ng
in
this
m
ann
er
yi
el
din
g
ta
ll
cl
ie
nt
e
xecu
ti
on.
Ba
se
d
on
the
com
es
abo
ut
of
[
17]
,
this
inv
est
igate
trie
s
to
fatho
m
the
issue
throu
gh
a
Gam
ific
at
ion
app
r
oac
h
to
c
onfirm
the
viabili
ty
of
a
pp
ly
in
g
a
Gam
ific
ation
a
pp
r
oach
to
un
der
st
ud
ie
s
pa
rt
ic
ularly
in
hardest
s
ubj
ect
s
s
uch
as
Pr
og
ram
m
ing
Dial
ect
course
s
(i.e.
HTML
,
CSS,
S
QL
,
Vi
su
al
Esse
ntial
s,
C+
+/
Java,
an
d
Ma
chi
ne
Dial
ect
).
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
10
, No
.
5
,
Oct
ob
e
r 2
020
:
49
65
-
49
72
4966
Pr
og
ram
m
ing
Dial
ect
course
s
ha
ve
ta
ll
dis
appoi
ntm
ent
ra
te
s
co
ncurr
i
ng
to
[
18
-
22]
.
A
s
of
now,
t
heir
a
fe
w
analy
sts
are
i
nquisit
ive
a
bout
gam
ific
at
ion
, w
hic
h
would m
ake
a
loc
ks
i
n
e
nv
i
ronm
ent
in
le
ar
ning
persi
ste
ntl
y
[2
]
.
Gam
ific
ation
'
s
pri
ncipal
obj
ect
iv
e
is
to
up
gr
a
de
t
he
en
gag
em
ent
of
cl
ie
nts
by
receivi
ng
g
a
m
e
-
l
i
k
e
p
r
o
c
e
d
u
r
e
s
a
s
s
c
o
r
e
b
o
a
r
d
s
a
n
d
p
e
r
s
o
n
a
l
i
z
e
d
i
n
p
u
t
a
n
d
i
t
’
s
b
y
a
n
d
l
a
r
g
e
a
f
f
e
c
t
o
n
t
h
e
o
r
g
a
n
i
z
a
t
i
o
n
[
2
]
.
2.
LIT
ERATUR
E REVIE
W
Gam
ific
ation
is
a
pio
ne
erin
g
and
in
novati
ve
ap
proac
h
that
te
ll
s
ho
w
the
orga
nizat
ion
s
ha
ve
e
m
bed
de
d
thes
e
strat
egies
in
their
software
pro
gr
am
to
bo
om
the
pupil'
s
eng
a
gem
ent
[2]
.
Tho
m
et
al
.
[17],
us
e
d
a
ne
w
m
et
ho
d
that
om
it
s
ga
m
ific
a
t
ion
f
r
om
so
cial
networks
c
an
le
ad
to
t
he
su
bse
que
nt
eff
ect
s:
(
1
)
d
e
c
r
e
a
s
e
d
c
o
n
s
u
m
e
r
e
n
g
a
g
e
m
e
n
t
;
(
2
)
d
e
c
r
e
a
s
e
d
u
s
e
r
p
a
r
t
i
c
i
p
a
t
i
o
n
;
a
n
d
(
3
)
d
e
c
r
e
a
s
e
d
s
c
h
o
l
a
r
a
c
h
i
e
v
e
m
e
n
t
.
In
dif
fer
e
nt
w
ords,
not
the
use
of
gam
ific
ation
i
n
desig
ning
a
n
s
of
t
war
e
can
le
a
d
to
an
un
s
ucces
sf
ul
ut
il
i
ty
,
e
s
p
e
c
i
a
l
l
y
r
e
g
a
r
d
i
n
g
p
e
r
s
o
n
e
n
g
a
g
e
m
e
n
t
a
n
d
s
t
u
d
y
i
n
g
.
F
o
r
e
x
a
m
p
l
e
,
T
a
b
l
e
1
p
r
o
v
i
d
e
s
t
h
e
c
o
n
s
e
q
u
e
n
c
e
s
b
e
f
o
r
e
a
n
d
t
w
o
w
e
e
k
s
a
f
t
e
r
o
m
i
t
t
i
n
g
g
a
m
i
f
i
c
a
t
i
o
n
,
a
l
o
n
g
w
i
t
h
t
h
e
p
o
i
n
t
s
g
a
d
g
e
t
e
l
e
m
e
n
t
,
i
n
a
s
o
c
i
a
l
n
e
t
w
o
r
k
s
e
r
v
i
c
e
.
Gam
ific
ation
is
an
integ
ral
par
t
of
a
n
app
li
cat
io
n
as
it
can
m
ake
su
re
ef
fecti
ve
ness,
a
s
dem
on
strat
ed
i
n
the
co
ns
e
que
nces
pr
ov
e
n
in
Table
1,
wh
ic
h
sho
w
as
an
i
ns
ta
nce
a
decre
ase
in
i
m
ages
fr
om
4.
502
to
2
.
92
6
an
d
a
lo
we
r
in
use
rs
of
these
ph
otogr
aphs
from
2.
6
to
1.7.
In
t
he
edu
cat
io
nal
fiel
d,
the
blessin
gs
of
gam
ific
ation
el
em
ents
ca
nnot
be
le
ft
out
beca
us
e
the
m
ai
n
pu
r
pose
is
to
increase
per
s
on
eff
ect
ive
ness
a
nd
un
der
sta
nd
i
ng
withi
n
a
a
la
ugh
a
nd
en
joya
ble
m
ast
ering
en
vir
onm
e
nt,
the
re
by
yi
el
din
g
excessive
pe
rs
on
pe
rfor
m
ance.
This
i
nd
ic
at
es
the
i
m
pact
of
the
el
i
m
inati
on
of
the
points
syst
e
m
as
a
gam
ific
at
ion
functi
on
i
ns
id
e
a
so
ci
al
net
work
i
ng
syst
em
cou
ld
res
ult
in
a
wides
pre
ad
neg
at
ive
im
pact
on
t
he
con
s
um
er
pastim
e
of
the
sit
e,
and
[15]
su
ggest
e
d
that
con
t
rib
ution
of
con
te
nt
sign
ifi
cantl
y
red
uce
d
after
the d
eact
i
vatio
n of t
he p
oin
ts
m
achine
.
Table
1.
Res
ults o
f
om
i
tt
ing
th
e points syst
e
m
, af
te
r
two w
eeks
[15]
Po
in
ts
d
ep
lo
y
ed
total
(#/u
ser)
Po
in
ts
re
m
o
v
ed
total
(#/u
ser)
Ph
o
to
4
5
0
2
(
2
.6)
2
9
2
6
(
1
.7)
Lists
1
2
7
7
(
1
.0)
7
8
0
(
0
.64
)
Prof
ile co
m
m
en
t
8
9
8
3
(
5
.5)
4
0
5
6
(
2
.5)
Ph
o
to
co
m
m
en
t
2
5
9
8
(
2
.9)
1
3
4
8
(
1
.5)
List co
m
m
e
n
t
1
7
7
0
(
2
.5)
873
(1.2
)
Gam
ific
ation
is
a
translat
ion
of
gam
e
el
e
m
ents
in
non
-
gam
e
con
te
xts
[2
3]
that
can
be
us
ed
i
n
sever
al
area
s,
s
uch
as
e
du
cat
i
on
a
nd
le
ar
ning,
healt
h,
an
d
s
ci
ences
(e.
g.,
bi
olo
gy,
http:/
/e
te
rn
a.cm
u.
ed
u/
)
[24].
So
m
e
su
ccess
us
es
of
gam
ifi
cat
ion
a
re
e
xp
l
ai
ned
i
n
t
he
f
ol
lowing
s
ubsec
ti
on
s.
I
n
a
dd
it
i
on
to
us
i
ng
a
gam
e
el
e
m
ent
(g
am
ific
at
ion
)
t
o
app
li
cat
io
ns
,
sp
eci
fical
ly
m
ob
il
e
a
pp
li
cat
ion
s
c
an
le
a
d
to
inc
rease
d
us
e
r
eng
a
gem
ent.
F
or
e
xam
ple,
a
m
ob
il
e
app
li
cat
ion
to
hel
p
ne
w
underg
radua
te
stud
e
nts
fa
m
iliariz
e
them
s
el
ves
with
the
univ
ersit
y
facil
it
ies
is
an
im
po
r
ta
nt
too
l
t
hat
can
be
giv
e
n
to
the
stu
de
nts
[
25]
.
H
oweve
r,
the
f
ollow
i
ng
consi
der
at
io
ns
m
us
t
be
cons
idere
d
in
deci
ding
s
uch
ap
pl
ic
at
ion
s
1)
ad
ding
a
n
el
em
e
nt
that
m
akes
the
ap
plica
ti
on
easi
er
to
us
e
eve
n
fo
r
stu
de
nts
who
are
ine
xperie
nced
in
m
od
ern
te
ch
nolo
gy;
2) striki
ng a
ba
la
nce b
et
wee
n bein
g user
-
f
rie
nd
ly
a
nd fu
n.
3.
METHO
D
This
se
gm
ent
m
entioned
the
la
yout
a
pa
rt
of
gam
ific
at
ion
inter
net
sit
e
by
us
in
g
ca
rr
ie
d
out
un
ifie
d
m
od
el
ing
la
ng
uag
e
.
U
nifie
d
m
od
el
i
ng
la
ngua
ge
(
UML
)
is
a
ge
ne
ra
l
-
pur
pose,
des
ign
,
de
velo
pme
ntal,
m
od
el
ing
la
nguag
e
within
th
e
area
of
S
oft
war
e
E
ng
i
neeri
ng
that
is
sup
po
s
ed
to
pro
vid
e
a
sta
nd
a
r
d
way
t
o
visu
al
iz
e
the
de
sign
of
a
m
achine
[
26
-
30
]
.
It
is
essenti
al
to
d
ist
inguish
bet
ween
the U
ML
m
od
el
and
the
set
of
diag
ram
s
of
a
gadget.
A
diag
ram
is
a
par
ti
al
gr
a
phic
al
re
presentat
io
n
of
the
ve
rsion
of
a
ga
dg
et
.
T
he
set
of
diag
ram
s
need
now
no
t
abs
ol
utely
cow
l
t
he
m
od
el
.
Dele
ti
ng
a
dia
gr
am
will
no
lo
ng
e
r
tra
de
t
he
versi
on.
The
versi
on
c
an
al
s
o
a
ls
o
c
on
ta
in
do
c
um
e
ntati
on
that
dri
ves
the
ve
rsion
el
em
ents
an
d
diag
ram
s
(su
ch
a
s
wr
it
te
n use ca
s
es).
UML
dia
gr
am
s
const
it
ute
two
uniq
ue
pe
rsp
ect
ive
s
of
a
gadget
ve
rs
ion
[27
-
30
]:
(1
)
sta
ti
c
(or
struct
ur
al
)
view:
this
em
p
hasizes
the
sta
ti
c
structur
e
of
the
m
achine
usi
ng
ob
j
ect
s,
at
trib
utes,
operati
on
s
,
and
relat
ionsh
ips.
T
he
str
uc
tural
vie
w
inc
lud
es
cl
ass
di
agr
am
s
and
c
om
po
sit
e
struc
ture
diag
ram
s;
and
(2)
dy
nam
ic
(
or
behavi
or
al
)
view:
this
e
m
ph
asi
zes
the
dynam
ic
beh
avio
r
of
the
ga
dg
et
with
the
ai
d
of
sh
owin
g
c
ollaborat
io
ns
am
on
g
gadgets
an
d
ad
justm
ents
to
the
inter
nal
sta
te
s
of
it
e
m
s
.
This
vie
w
in
cl
ud
es
,
us
e case
dia
gr
a
m
s an
d
interest
d
ia
gram
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
Elec
&
C
om
p
En
g
IS
S
N: 20
88
-
8708
Th
e i
mpact
of
gamifi
catio
n o
n
st
ud
e
nts lea
r
ning e
ngageme
nt
(
Firas
La
yt
h K
hale
el
)
4967
3.1
.
Use
-
c
as
e
dia
gr
am
Figure
1
bel
ow,
il
lustrate
s
the
Use
-
Ca
s
e
Diagr
am
fo
r
the
ove
rall
pr
ocess
of
design
i
ng
the
gam
ific
ati
on
web
sit
e.
T
he
act
or
prov
i
ded
is
a
si
m
ple
us
er
w
ho
interact
s
with
al
l
13
cases.
In
order
t
o
com
plete
ly
dr
aw
the
Use
-
Ca
s
e
Diagr
am
,
the
ste
ps
that
us
ers
m
us
t
fo
ll
ow
base
d
on
the
Use
-
Ca
se
Di
agr
am
su
c
h
as
(
1)
al
l
stud
e
nts
m
us
t
reg
ist
er
th
ei
r
inf
or
m
at
ion
(s
uch
as
us
e
rn
a
m
e
and
pas
sw
ord)
by
cl
ic
kin
g
on
“Signu
p”;
(2)
stud
e
nts
m
us
t
enter
their
lo
gin
inf
or
m
at
ion
(S
tu
de
nt
ID
)
a
long
with
their
password
an
d
cl
ic
k
“Sign
In
”;
(
3)
on
the
P
r
of
il
e
pag
e
,
stu
den
ts
can
see
their
pe
rsonal
inf
or
m
at
ion
,
Stage
,
L
evel
and
P
oin
t
s,
and
they
can
m
od
ify
or
update
the
ir
inf
or
m
at
ion
by
cl
ic
kin
g
“M
od
i
fy
Pr
ofi
le
”;
(4)
al
l
stud
e
nts
can
see
the
ge
ner
a
l
m
ap
of
gam
ific
at
ion
gam
eplay
,
includi
ng
t
he
co
ncep
t
le
ve
ls
fo
r
eac
h
sta
ge
(Fu
nd
am
ental
Pr
ogram
m
ing)
by
cl
ic
kin
g
on
“G
a
m
ific
at
ion
”;
and
(
5)
st
ud
e
nt
s
can
the
n
a
nswer
quest
ions,
and
once
they
feel
that
they
hav
e
unde
rstood
the
le
vel
of
con
c
epts,
ex
planati
on
s
,
an
d
exe
rc
ise
s
ver
y
well
,
they
can
cl
ic
k
on
“S
ub
m
it
”
t
o
see
their
res
ults
on
the
To
p
10
or Leaderb
oard.
S
tud
e
nts
can
al
s
o
see
th
ei
r
resul
ts
in
a
ta
ble
con
sist
ing
o
f
t
heir
I
D,
First
nam
e
,
Ma
rk,
Sta
ge,
Le
vel
points
,
Sta
rs,
C
om
petence,
Tim
e,
and
Assessm
ent
ti
m
e
,
as
well
as
thr
ou
gh
a grap
hical
r
e
port
plu
s
an Ac
hi
evem
ent (
Ba
dge)
for al
l q
ues
ti
on
s.
Figure
1. Use
-
case dia
gr
am
s f
or
gam
ific
ation
a
pp
li
cat
io
n
3.2
.
Act
i
ve
di
ag
r
am
Acti
ve
diag
ra
m
s
are
us
ed
t
o
m
od
el
a
pr
ocess
or
a
ta
s
k
a
nd
to
desc
ribe
th
e
syst
em
fu
nction
represe
nted
by
the
Use
-
Ca
se
Diag
ram
.
It
is
m
os
tly
us
efu
l
t
o
m
od
el
bu
si
ne
ss
act
ivit
ie
s
i
n
the
early
sta
ge
of
a
pro
j
ect
.
The
refor
e
,
this
di
agr
am
is
us
ed
to
giv
e
a
n
id
ea
of
t
he
m
ain
pro
cess
in
vo
lved
in
t
he
pr
oto
ty
pe
syst
e
m
. F
igure
2
s
hows
the
Ac
ti
ve
Diag
ram
f
or the
overall
proces
s
of
t
he g
a
m
ific
at
ion
appli
cat
ion
.
The
m
ai
n
reaso
n
t
hat
le
ads
to
this
stud
y
was
to
ex
plo
re
the
e
f
fect
iveness
of
ga
m
ific
at
ion
t
e
c
h
n
i
q
u
e
s
o
n
s
t
u
d
e
n
t
’
s
e
n
g
a
g
e
m
e
n
t
i
n
l
e
a
r
n
i
n
g
t
h
e
J
a
v
a
l
a
n
g
u
a
g
e
.
T
h
e
c
o
m
p
o
n
e
n
t
s
o
f
g
a
m
i
f
i
c
a
t
i
o
n
f
r
a
m
e
w
o
r
k
wer
e
produce
d
an
d
sel
ect
ed
base
d
on
previ
ou
s
wor
k
with
ex
per
ts
’
per
s
pecti
ves
.
The
ex
pe
rim
e
nt
wa
s
cond
ucted
t
o
a
ddress
t
h
e
fo
ll
ow
i
ng h
y
po
t
he
ses b
as
ed
on e
f
fecti
ven
es
s e
va
luati
on
:
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
10
, No
.
5
,
Oct
ob
e
r 2
020
:
49
65
-
49
72
4968
Hyp
oth
esi
s
H
01
:
T
her
e
is
no
sig
nificant
dif
fer
e
nce
betwe
en
the
pre
-
a
nd
post
-
te
st
ave
rag
e
sco
res
f
or
the expe
rim
ent
al
g
r
oup.
Hyp
oth
esi
s
H
02
:
T
her
e
is
no
sig
nificant
dif
fer
e
nce
betwe
en
the
pre
-
a
nd
post
-
te
st
ave
rag
e
sco
res
f
or
the contr
ol
gro
up.
Hyp
oth
esi
s
H03
:
The
re
is
no
sign
ific
a
nt
dif
fer
e
nce
in
ov
e
rall
resu
lt
s
bet
ween
t
he
sam
ple
pa
rtic
ipant
s
who
le
ar
ned
usi
ng
the
gam
ific
at
ion
app
li
ca
ti
on
an
d
the
ones
that
le
arn
e
d
via
the
co
nventional
te
achi
ng
m
et
ho
d (c
on
t
rol
g
r
oup).
Figure
2. Acti
ve
diag
ram
f
or gam
ific
at
ion
appli
cat
ion
On the
oth
e
r h
and of t
he
e
xp
e
rim
ent, the
f
ollow
i
ng h
y
po
t
he
ses b
as
ed
on e
ng
a
gem
ent ev
a
luati
on
:
Hyp
oth
esi
s
H
04
:
T
her
e
is
no
eng
a
gem
ent
in
stud
e
nts
le
ar
ni
ng
of
e
xperim
e
ntal
gro
up
in
usi
ng
point
gam
e
el
e
m
ents.
Hyp
oth
esi
s
H
05
: st
ude
nts’ of
the expe
rim
ent
al
g
r
oup d
o n
ot li
ke
to
see thei
r
re
su
lt
on
li
ne
(i
n
real t
im
e).
Hyp
oth
esi
s
H06
:
stud
e
nts’
of
the
exp
e
rim
ental
gr
oup
do
not
acce
pt
f
or
a
ll
ga
m
e
el
e
m
e
nts
as
a
facto
r
to
increase t
he
e
ngagem
ent
.
The
sam
pling
of
e
ng
a
gem
e
nt
evaluati
on
of
gam
ific
ation
ap
plica
ti
on
was
co
nducte
d
with
60
stud
e
nts
from
UK
M
-
FT
SM
(n
e
w
stu
den
ts
r
egistrat
ion
i
n
Septem
ber
intake
1(201
5/2016
).
The
st
ud
e
nts
were
assigne
d
to
t
w
o
gr
oups
of
30
stud
e
nts;
ex
pe
rim
ental
gr
oup
(Eg)
a
nd
c
ontrol
grou
p
(Cg)
and
six
I
T
te
achers
exp
e
rt
in
pr
ogr
a
m
m
ing
la
ngua
ge
a
nd
on
e
in
the
gam
e
area.
In
st
ru
m
ents
use
d
was
e
ngage
m
ents
evaluati
on
li
st
and
the
inte
rvi
ew
sche
du
le
wh
ic
h
co
ns
ist
s
of
f
our
quest
ion
s
ad
apte
d
f
ro
m
pr
evio
us
stud
ie
s
[
28
-
30
]
a
s
exp
la
ine
d
in
T
able
2
a
nd
al
so
10
MC
Q
qu
est
ion
s
f
or
the
sa
m
e
evaluatio
n.
All
the
it
em
s
wer
e
adap
t
ed
from
pr
e
vious
stu
dies.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
Elec
&
C
om
p
En
g
IS
S
N: 20
88
-
8708
Th
e i
mpact
of
gamifi
catio
n o
n
st
ud
e
nts lea
r
ning e
ngageme
nt
(
Firas
La
yt
h K
hale
el
)
4969
Table
2.
T
he
in
te
rv
ie
w
questi
ons
No
Qu
estio
n
s
1
Did
y
o
u
con
tin
u
e worki
n
g
af
ter
earni
n
g
30
0
p
o
in
ts (Stage o
n
e)
?
An
d
if
so
,
tell us
,
wh
y
y
o
u
did
so
.
2
Did
y
o
u
sto
p
work
in
g
af
ter
earnin
g
30
0
po
in
ts (Stage o
n
e)
?
And
if
so
,
tell us
what
m
a
d
e
y
o
u
sto
p
work
in
g
.
3
W
h
ich
ga
m
e
ele
m
en
ts d
id
y
o
u
pref
er?
4
W
h
ich
ga
m
e
ele
m
en
ts d
id
no
t app
eal
to y
o
u
?
The
m
et
ho
d
of
In
te
r
view
s
was
co
nduct
ed
in
pe
rs
on
as
a
face
to
face
inter
view
in
UK
M
.
The
inter
view
qu
e
sti
on
s
wer
e
op
e
n
en
d
que
sti
on
s
an
d
str
uc
ture
d
the
deta
il
s
of
intervie
w
quest
io
ns
as
sh
ow
n
i
n
T
a
b
l
e
2
.
T
h
e
i
n
s
t
r
u
m
e
n
t
w
a
s
i
n
t
h
i
s
s
t
u
d
y
c
o
n
d
u
c
t
e
d
u
s
i
n
g
M
C
Q
q
u
e
s
t
i
o
n
s
,
d
i
s
t
r
i
b
u
t
e
d
b
y
s
e
l
f
-
a
d
m
i
n
i
s
t
r
a
t
i
o
n
to
stu
de
nts.
Also
,
t
his
stu
dy
adap
te
d
a
m
ixed
re
searc
h
m
et
hod
a
ppr
oac
h
known
as
th
e
co
nv
e
r
gen
t
desig
n
m
et
ho
d
[30
]
.
C
onve
rg
e
nt
desi
gn
m
et
ho
d
w
he
n
the
researc
he
r
co
nducts
qu
al
it
at
ive
and
quantit
at
ive
stu
dies,
in
the
sam
e
ph
ase
of
t
he
res
earch
.
Th
e
qual
it
at
ive
appr
oach
ref
e
rs
t
o
the
op
e
n
-
e
nd
e
d
qu
e
sti
ons
were
adm
inist
ered
and
t
hen
a
naly
zed
base
d
on
con
te
nt
analy
s
is.
The
qua
ntit
at
ive
appro
ac
h
is
the
data
about
the
act
ivit
y
of
stu
den
ts
a
nswer
t
he
10
MC
Q
quest
io
ns
the
n
a
naly
zed
sta
ti
sti
cal
l
y
us
in
g
pai
re
d
a
nd
ind
e
pende
nt
t
-
te
st
analy
sis
in
SPSS
softwa
r
e.
I
n
U
niv
e
rsity
Keb
a
ngsaan
Ma
la
ysi
a
–
FTSM,
there
are
thr
e
e
kinds
of
ne
w
st
ud
e
nts
suc
h
as (
STPM, STAM
,
Ma
tric
ulatio
n
1,
Ma
tric
ul
at
ion
2,
an
d
Ma
tric
ulati
on
3
).
STPM
,
ST
AM
a
nd
M
at
riculat
ion
1,
these
kinds
of
new
stu
de
nts,
t
hey
ne
ve
r
ta
ke
any
pro
gr
am
m
ing
la
ngua
ge
co
ur
se
befor
e
, th
at
is
lead to
selec
t 6
0
st
ud
e
nts
fro
m
the
m
as exp
erim
ental
an
d con
t
ro
l
gro
ups.
4.
RESU
LT
A
N
D DIS
CUSSI
ON
This secti
on
wi
ll
d
isc
us
s
the
find
i
ngs r
e
ga
rd
i
ng
en
ga
gem
ents ev
al
uation as
belo
w.
4.1.
St
ude
nt
s
’
e
ff
e
ctivenes
s
To
eval
uate
the
hypothe
sis
as
m
entioned
in
the
pr
e
vio
us
sect
io
n,
t
he
res
ult
of
s
tud
e
nts
in
exp
e
rim
ent
and
co
ntr
ol
gro
ups
are
cl
ose
in
the
pr
e
-
te
st.
But
in
post
-
te
st,
the
stud
e
nt
in
t
h
e
ex
per
im
ent
gro
up
hav
e
high
res
ult
than
a
no
t
he
r
gro
up,
that
ind
ic
at
es
to
increase
the
knowle
dge
of
stud
e
nts
after
us
in
g
gam
ific
ation
a
pp
li
cat
io
n
, as
s
how
n
in
Ta
bles 3
-
6.
Table
3.
Paire
d t
-
te
st f
or
all
groups
Pre
-
Po
st
Mean
Std
.
Dev
iatio
n
t
Df
Sig
.
(2
-
tailed
)
Eg
3
.12
0
.65
3
2
6
.16
8
29
.00
0
Cg
1
.93
0
.39
1
2
7
.06
8
29
.00
0
Table
4.
Me
a
n scor
e
for al
l g
r
oups
Mean
Std
.
Dev
iatio
n
Eg
Pre
-
Eg
1
.49
.45
5
Po
st
-
Eg
4
.61
.43
8
Cg
Pre
-
Cg
1
.50
.50
9
Po
st
-
Cg
3
.43
.45
6
Table
5.
Re
s
ults o
f
the
in
dep
e
nd
e
nt
t
-
te
st
for gr
oup st
at
ist
ic
s
(
E
g,
C
g)
Use Ga
m
if
icatio
n
Mean
Std
.
Dev
iatio
n
Std
.
Er
ror
Mean
Po
st
-
test
Eg
4
.61
.43
8
.08
0
Cg
1
3
.43
.45
6
.08
3
Table
6.
Re
s
ults o
f
the
in
dep
e
nd
e
nt t
-
te
st
bet
ween E
g
a
nd Cg
t
df
Sig
.
(2
-
tailed
)
Std
.
Er
ror Diff
eren
ce
Pre
-
test
.08
0
58
.93
6
.12
5
Po
st
-
test
1
0
.22
4
58
.00
0
.11
5
Accor
ding
to
Tables
3
a
nd
4,
the
pai
red
-
t
-
te
st
sh
ows
th
at
there
is
a
s
ign
ific
a
nt
difference
i
n
the
sco
res
for
pr
e
-
te
st
(E
g)
(Mean=
1.49,
SD
=.
455)
a
nd
post
-
te
st
(E
g)
(Mean=
4.6
1,
SD
=.
438)
c
onditi
on
s:
t(2
9)
=
26.16
8,
p
<
0.0
001
f
or
th
e
ex
per
i
m
ental
gr
ou
p.
This
m
eans
t
hat
there
is
a
sign
ific
a
nt
cha
ng
e
i
n
knowle
dge
us
ing
co
nventio
na
l
te
aching
m
et
hod
a
nd
us
i
ng
the
Gam
ifi
cat
ion
a
pp
li
cat
ion
t
hat
res
ults
in
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
10
, No
.
5
,
Oct
ob
e
r 2
020
:
49
65
-
49
72
4970
the
rej
ect
io
n
of
H01.
H
02
was
al
so
rej
ect
ed
.
Ther
e
was
a
sign
i
ficant
dif
fere
nce
in
the
sco
res
for
pre
-
te
st
(Cg)
(Mean=
1.50,
S
D=.
509)
an
d
post
-
te
st
(C
g1)
(
Me
an=3.4
3,
S
D=.
456)
co
ndi
ti
on
s:
t(
29)=
27.
068,
p
<
0
.
0001
for
con
t
ro
l
gro
up
1.
This
in
dica
te
s
that
there
is
a
sign
ific
an
t
chan
ge
in
knowle
dge
gai
n
fo
r
Cg
,
who
us
ed
conve
ntion
al
t
eachin
g
m
et
ho
ds
only
an
d
ha
d
ne
ve
r
le
ar
ne
d
a
pr
ogram
m
i
ng
la
ngua
ge
be
fore.
T
he
r
es
ults
of
the
ind
e
pe
nd
e
nt
t
-
te
st
fo
r
H
03
a
re
presen
t
ed
in
Tables
5
and
Ta
ble
6;
there
was
a
si
gn
i
ficant
dif
fere
nce
in
the
post
-
te
st
scor
e
of
the
E
g
gro
up
(Mean=
4.61,
SD
=
.43
8)
and
C
g
gro
up
(Mean=
3.43,
S
D=.
456)
c
ondi
ti
on
s
:
t(5
8)
=
10.22
4,
p
<
0.0
001.
T
his
m
eans
that
le
arn
i
ng
us
i
ng
the
Gam
ific
at
ion
websi
te
has
bee
n
proven
to
be
eff
ect
ive
in
i
nc
reasin
g
the
stu
den
ts
’
e
ng
a
ge
m
ents when
learni
ng prog
ra
m
m
ing
langua
ge
c
on
ce
pts.
4.2.
St
ude
nt
s
en
gagemen
t
All
stud
e
nts
in
the
exp
e
rim
ent
gr
ou
p
co
ntin
ue
to
do
w
orki
ng
a
fter
ear
ning
300
po
i
nts
in
the
first
sta
ge.
Also
,
th
ey
li
ke
to
co
ntinu
e
unti
l
achievin
g
the
goal
of
gam
ific
at
ion
app
li
cat
io
n
tha
t
le
ad
to
re
j
ect
ing
of
H04
a
s
s
how
n
in
Ta
ble
7.
O
n
the
oth
er
hand
o
f
stu
den
ts
’
pe
rcep
ti
on,
al
l
stud
e
nts
li
ke
to
s
ee
their
res
ult
on
li
ne
in
real
ti
m
e
that
is
le
ad
t
o
inc
r
ease
stu
de
nts’
eng
a
gem
ents
and
m
otivati
on
in
le
ar
ning,
t
ha
t
le
ad
to
re
j
ect
ing
of
H05.
Als
o
t
he
pe
rcep
ti
on
of
stu
den
ts
’
acc
eptance
ove
r
al
l
gam
e
el
e
m
ents
u
se
d
in
gam
ific
at
ion
w
ebsite
,
as
sh
ow
n
in
Table
7.
Acc
ordin
g
to
Ta
bl
e
7,
the
stu
de
nts’
per
ce
nta
ge
of
acce
pta
nce
gam
e
el
e
m
ent
in
eng
a
gem
ent
suc
h
as
P
oin
ts,
T
op10
a
nd
Ba
dge
has
100
pe
r
cent
as
la
beled
in
Fi
gures
1
a
nd
2,
wh
ic
h
le
ad
to
rej
ect
in
g o
f
H
06.
Table
7.
Gam
e
ele
m
ents
Task
s / Fun
ctio
n
ality
Ga
m
e
ele
m
en
ts
Percentag
e of
acc
e
p
tan
ce in eng
ag
e
m
en
t
Ach
iev
e
m
en
t
Po
in
ts/ Sco
ring
sy
ste
m
/ St
ars
100
Virtual g
if
ts
Bad
g
e
100
Reward sch
ed
u
les
Top
10
100
Leaderbo
ard
100
Statu
s
Real
-
ti
m
e Resu
lt
100
Rep
o
rt
9
1
.34
Dash
b
o
ard
8
8
.65
Percentag
e of
Co
m
p
eten
cy
8
2
.73
Prog
ress Bar
8
9
.67
Real
-
ti
m
e
Stag
e
8
5
.92
Level
8
8
.48
Co
u
n
td
o
wn
7
0
.27
Prof
iles
Inf
o
r
m
atio
n
in p
ro
f
ile
8
0
.83
Pictu
res or
Av
atars
100
4.3.
St
ude
nt
s
f
ee
d
ba
ck
A
sam
ple o
f
th
e p
a
rtic
ipants’
com
m
ents is now p
rese
nted.
Partic
ipant
1
:
“I
wi
ll
conti
nu
e doin
g
the
ans
we
r MCQ
unti
l I
get
all Ba
dg
e.”
Partic
ipant
2
:
“300
hu
ndred
points
not
en
ough;
I
’m
try
ing
to
reac
h
t
he
1800
points
wi
th
the
lowes
t
du
r
atio
n
ti
me
and
s
ome r
ounds.”
Partic
ipant
3
:
“I
t’s
good
for
us
to
keep
tr
y
un
ti
l
we
fi
n
d
the
rig
ht
answer
tha
t
is
le
ad
to
in
crea
s
e
the eng
ag
e
me
nt
s in
le
arnin
g.”
Partic
ipant
4
:
“Som
et
ime
s
I
li
ke
to
le
ar
n
more
about
a
pro
gr
am
ming
la
ngua
ge,
bu
t
unf
or
tu
nat
el
y
I
fa
ced
a proble
m
wi
th
the
underst
anding the
co
nce
pts.”
In
co
nclu
sio
n,
there
is
a
posit
ive
le
vel
of
e
ng
agem
ents
in
st
ud
e
nt
le
ar
ning
pro
gr
am
m
ing
l
angua
ge
Ta
ble
s
3
-
6
.
Si
m
il
arly
to
[2
9
-
30
]
,
fou
nd
po
sit
ive
e
ff
e
ct
s
on
the
e
nga
gem
ent
of
stu
den
ts
t
ow
a
r
d
the
gam
ifie
d
lear
ni
ng
act
ivit
ie
s an
d
a
lso a
high im
pr
ov
em
ent in lea
rn
i
ng outcom
es as
pr
ese
nted
in
Ta
bles
3
-
6
.
5.
CONCL
US
I
O
N
T
h
i
s
r
e
s
e
a
r
c
h
t
r
i
e
d
t
o
s
o
l
v
e
t
h
e
p
r
o
b
l
e
m
t
h
r
o
u
g
h
a
G
a
m
i
f
i
c
a
t
i
o
n
t
e
c
h
n
i
q
u
e
t
o
v
e
r
i
f
y
t
h
e
e
n
g
a
g
e
m
e
n
t
of
app
ly
in
g
a
Ga
m
ific
at
ion
te
chn
iq
ue
to
stu
de
nts
especial
ly
i
n
dif
ficult
sub
je
ct
s
su
ch
as
program
m
ing
la
ngua
ge
courses
.
A
pply
ing
gam
e
el
e
m
ents
in
t
he
m
ain
pa
ge
of
the
web
sit
e
s
uc
h
a
s
To
p
10
an
d
Leader
boar
d
t
o
m
ake
stud
e
nts
see
th
ei
r
res
ult
in
re
al
tim
e.
That
i
s
eve
nts
le
ad
t
o
inc
rease
stu
de
nts
en
ga
gem
e
nts
an
d
m
otivati
on
in
le
arn
in
g.
Finall
y,
the f
in
dings
o
f
stu
de
nts
in
the
e
xperim
ent
gro
up
are
hi
ghest
that oth
er
grou
p.
A
lso
,
al
l gam
e
el
e
m
ents
hav
e
a
po
sit
ive
ef
fe
ct
on
stu
den
t
’s
eng
a
gem
ent
on
ex
per
im
ent
gr
ou
p
an
d
that
hav
e
high
acce
ptance
base
d on stu
de
nts e
valuati
on.
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
Elec
&
C
om
p
En
g
IS
S
N: 20
88
-
8708
Th
e i
mpact
of
gamifi
catio
n o
n
st
ud
e
nts lea
r
ning e
ngageme
nt
(
Firas
La
yt
h K
hale
el
)
4971
6.
ACKN
OWLE
DGE
MENTS
This
wor
k
is
s
upporte
d
by
U
niv
e
rsiti
Keb
a
ng
s
aan
Ma
la
ysi
a/
Faculty
of
I
nf
or
m
at
io
n
Sci
ence
a
nd
Tech
no
l
og
y
-
R
esearch
Ce
nte
r
fo
r
S
of
tw
are
Tech
no
l
og
y
an
d
Ma
nag
em
ent
-
Mult
i
m
edia
So
ft
war
e
an
d
U
sabili
ty
Re
search
Grou
p.
Grant
N
o.
is
FRGS
/
2/
2014/ ICT
05/ U
K
M/
0
2/
1. JPT
-
KP
M
ID
:
6891
0
-
7875
6.
REFERE
NCE
S
[1]
A.
Sabu.
,
"
Stu
dent
s
e
ng
ag
ements
in
Educat
i
on
Refor
m
,
"
[Online
]
Avail
a
ble
:
ht
tp:
/
/e
dglo
ss
ar
y
.
org
/stude
nt
-
enga
gement
/
,
20
16.
[2]
A.
Aziz,
A.
Mus
hta
q,
and
M.
An
war,
"U
sage
of
g
amific
a
ti
on
in
en
te
rprise
:
A re
vi
e
w,"
Inte
rnationa
l
Confe
ren
ce
on
,
Comm
unic
ati
on,
Comput
ing
and
Digit
al
S
yste
ms
,
pp.
249
-
252
,
20
17.
[3]
P.
Suree
phong,
K.
Purita
t,
an
d
S.
Chernbumroong,
"Enha
nc
ing
user
per
for
m
anc
e
and
eng
age
m
ent
throug
h
gamific
a
ti
on:
C
a
se
stud
y
of
aqua
rep
ublica
,
"
10th
Inte
rnationa
l
C
onfe
renc
e
on,
So
ft
ware,
Know
le
d
ge,
Information
Manage
me
nt
&
Appl
ic
a
ti
ons,
pp.
220
-
224
,
2016.
[4]
M.
Chang,
"W
eb
-
Based
Mult
i
play
er
Online
Role
Pla
y
i
ng
Gam
e
(MO
RP
G)
for
As
sess
i
ng
Student
s
'
Ja
va
Progra
m
m
ing
K
nowledge
and
Skill
s,"
I
EE
E
Inter
nat
ional
Conf
ere
nce
Di
git
al
Gam
e
and
Intelli
g
e
nt
Toy
Enhan
ced
Learning
,
pp.
10
3
-
107
,
2010
.
[5]
K.
Dai,
Y.
Zha
o
,
and
R.
Chen,
"Resea
rch
and
P
rac
t
ic
e
on
Const
ruc
ti
ng
th
e
Course
of
Programm
ing
La
nguag
e,
"
IEE
E
10th
Inte
r
nati
onal
Con
fe
re
nce
on
Compute
r an
d
Informatio
n
Technol
og
y,
p
p.
2033
-
2038
,
2
010.
[6]
P.
-
H.
Ta
n,
C
.
-
Y.
Ti
ng,
and
S.
-
W
.
Li
ng,
"Le
arn
ing
diffi
cultie
s
in
pr
ogra
m
m
ing
cour
ses:
under
gra
dua
te
s'
p
erspe
ctive
and
per
ce
p
ti
on,
"
Inte
rnational
Co
nfe
renc
e
on
Co
mputer
Technol
o
gy
and
D
ev
e
lop
ment,
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,
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[7]
H.
Tsukamoto,
N.
Nitta,
Y.
Ta
k
emura,
and
H.
Nagum
o,
"W
ork
in
progr
ess:
An
aly
s
is
of
the
relati
onship
bet
we
en
te
a
chi
ng
con
te
n
t
s
and
m
oti
vat
io
n
in
progra
m
m
ing
educ
a
ti
on
,
"
Proce
ed
ings
of
the
IE
EE
Frontiers
in
Educ
at
io
n
Confe
renc
e,
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1
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2
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S.
Dete
rding
,
D.
Dixon,
R.
Khale
d,
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L
.
Nac
ke,
"F
rom
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design
e
le
m
ent
s
to
gam
efu
lne
ss
:
Defi
n
i
ng
gamific
a
ti
on,
"
P
roce
edi
ngs
of
th
e
15th
Int
ernational
Ac
ad
emic
MindTrek
Confer
enc
e:
En
vi
sio
ni
ng
Fut
ure
Me
d
i
a
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15
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Dete
rd
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M
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art
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L
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ck
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K.
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H
ara
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an
d
D.
Dixon,
"G
a
m
ifi
ca
t
ion.
usin
g
game
-
design
e
le
m
ent
s
in
non
-
gaming
contexts
,
"
CHI'11 E
xt
en
ded
Abstrac
ts on
Hum
an
Fac
tors in
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Sy
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F.
L.
Kha
le
e
l,
N.
S.
As
haa
ri,
T.
S.
Mer
ia
m
,
T.
W
ook,
and
A.
Ism
ai
l,
"Th
e
stud
y
of
g
amific
a
ti
on
app
li
c
ati
on
arc
hi
te
c
ture
for
p
rogra
m
m
ing
la
nguage
cour
se
,
"
Proce
ed
ings
of
the
9th
Int
ernati
onal
Conf
ere
n
ce
on
Ubiquit
ou
s
Information
Ma
nageme
nt
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C
omm
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F.
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Khal
eel,
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As
haa
ri,
T.
S
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m
,
T.
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o
ok,
and
A.
Ism
ail,
"U
ser
-
Enj
o
y
a
b
le
L
ea
rning
Environm
ent
Base
d
on
Gam
ifi
ca
ti
on
El
ements,
"
Inter
nati
onal
Confe
r
enc
e
on
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Comm
un
ic
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e
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N
.
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m
,
T
.
W
ook,
and
A.
Ism
ai
l,
"Th
e
Arch
i
tectur
e
of
D
y
n
a
m
ic
Gam
ifi
ca
t
io
n
E
l
e
m
e
n
t
s
B
a
s
e
d
L
e
a
r
n
i
n
g
C
o
n
t
e
n
t
,
"
J
o
u
r
n
a
l
o
f
C
o
n
v
e
r
g
e
n
c
e
I
n
f
o
r
m
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
1
,
n
o
,
3
,
p
p
.
1
6
4
-
1
7
7
,
2
0
1
6
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[13]
F.
L.
Kha
le
e
l,
N
.
S.
As
haa
ri
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T
.
S.
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m
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T
.
W
ook,
and
A.
Is
m
ai
l,
"P
rogra
m
m
ing
Le
arn
ing
Requi
rement
s
B
ase
d
on
Multi
Perspe
ct
iv
es,
"
Int
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Journal
of
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e
ct
rica
l
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n
e
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vo
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ee
l
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a
nd
A.
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ai
l,
"G
amific
a
ti
on
E
lem
ent
s
for
Le
arn
i
ng
Applic
ations,
"
Inte
rna
ti
ona
l
Jo
urna
l
on
Advan
ce
d
Sc
ie
nc
e,
En
gine
er
ing
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I
nform
at
ion
T
echnolog
y
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ss
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M
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K
a
p
p
,
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h
e
G
a
m
i
f
i
c
a
t
i
o
n
o
f
L
e
a
r
n
i
n
g
a
n
d
I
n
s
t
r
u
c
t
i
o
n
F
i
e
l
d
b
o
o
k
,
"
I
d
e
a
s
I
n
t
o
P
r
a
c
t
i
c
e
:
J
o
h
n
W
i
l
e
y
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S
o
n
s
,
2
0
1
3
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[16]
G.
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rm
ann
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C.
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ing
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Gam
ifi
cat
ion
b
y
design
:
I
m
ple
m
ent
ing
ga
m
e
m
e
cha
nic
s
i
n
web
and
m
obi
le
apps:,
"
O'R
ei
l
ly
Me
dia, Inc.
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J.
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D.
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le
n,
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J.
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cc
o,
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a
t
ion
fr
om
an
ent
erp
ris
e
SN
S,"
Proce
e
dings
of
the
AC
M
2012
conference
on
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pported
Cooper
ati
v
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J.
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e
,
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N.
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Le
arn
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teac
hing
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m
m
ing:
A
rev
ie
w
and
discussion
,
"
Computer
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c
e Educ
at
ion,
vo
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A
.
A
d
o
r
j
a
n
a
n
d
I
.
F
r
i
s
s
d
e
K
e
r
e
k
i
,
"
M
u
l
t
i
p
l
e
I
n
t
e
l
l
i
g
e
n
c
e
a
p
p
r
o
a
c
h
a
n
d
c
o
m
p
e
t
e
n
c
i
e
s
a
p
p
l
i
e
d
t
o
C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
1
,
"
IEE
E
Frontiers
i
n
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ti
on
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renc
e,
2013
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an
d
L.
Malmi,
"
W
hy
stu
d
ent
s
d
rop
out
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1
cour
se
?
,
"
Proc
ee
d
ings
of
the
sec
ond
int
ernati
on
al
workshop on
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J.
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dsen
an
d
M.
E.
Casper
sen,
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ai
lure
r
at
e
s
in
int
roduc
tor
y
progra
m
m
ing,
"
ACM
SIGCSE
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le
t
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brósio,
F.
M.
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L.
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ei
da,
A.
Fr
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J.
Ma
ce
do,
"Id
ent
if
y
i
ng
cogni
t
ive
ab
i
li
ties
to
improve
CS
1
outc
om
e,
"
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nti
ers i
n
Edu
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ion
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ren
ce
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org:
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gh
-
T
hroughput
Acc
e
ss
to
Biol
ogi
cal
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le
dge
and
Rea
s
oning
thr
ough
Online
G
ames,"
IEE
E
S
ec
ond
Int
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Confe
ren
c
e
on,
Hea
lt
hca
re
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s,
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ging
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S
yste
m
s B
iol
og
y,
pp.
14
5
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[24]
L.
Von
Ahn
and
L.
Dabbish,
"La
bel
ing
i
m
ag
es
with
a
computer
g
ame,
"
Proceedi
n
gs
of
the
SIGCH
I
conf
ere
n
ce
on
Hum
a
n
fac
tors i
n
computi
ng
syst
ems,
pp.
319
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32
6
,
2004
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[25]
F.
L.
Kha
leel.,
As
haa
ri
,
N.
S.,
and
W
ook,
T
.
S.
M.
T.,
"
Desi
gning
Us
abl
e
G
amifie
d
P
rogra
m
m
ing
Le
arn
in
g
W
ebsit
e,
”
7th
In
te
rnational
Conf
ere
nce on
I
EEE
El
e
ct
rica
l
Eng
i
n
ee
ring a
nd
Infor
matic
s,
pp
.
1
64
-
169,
2019
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
10
, No
.
5
,
Oct
ob
e
r 2
020
:
49
65
-
49
72
4972
[26]
F.
L.
Kha
leel.,
Mohana
d
Lay
t
h
Khale
e
l,
Y
asser
Alsala
m
,
Moh
amm
ed
Abdulaziz
Alsubhi,
and
A
bdull
at
if
Sale
h
Alfa
qiri,
"
Sm
art
Applicati
on
Crit
er
ion
base
d
on
Motiva
t
i
on
of
Obese
Peopl
e,
"
E
lectri
ca
l
Engi
ne
ering
an
d
Informatic
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530
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2019
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[27]
Shivan
Qasim
Am
ee
n,
F.
L.
Khaleel
,
"
W
ire
l
es
s
Mesh
Networks
Based
on
M
BP
SO
Algor
it
hm
to
I
m
prove
me
nt
T
h
r
o
u
g
h
p
u
t
,
"
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
l
e
c
t
r
i
c
a
l
a
n
d
C
o
m
p
u
t
e
r
E
n
g
i
n
e
e
r
i
n
g
,
v
o
l
.
8
,
n
o
.
6
,
p
p
.
4
3
7
4
-
4
3
8
1
,
2
0
1
8
.
[28]
F.
L. Kha
l
eel, "Rec
rui
tment and
Job Sea
r
ch
App
li
c
at
ion
,
"
P
h
D
T
h
e
s
i
s
.
U
n
i
v
e
r
s
i
t
i
U
t
a
r
a
M
a
l
a
y
s
i
a
,
2011.
[29]
F.
L.
Khal
ee
l
.
,
As
haa
ri
,
N
.
S.
,
W
ook
,
T.
S.
M.
T.,
and
Ism
ai
l
,
A.,
"
Gam
ifi
c
at
io
n
-
base
d
l
ea
rning
fra
m
ewo
rk
for
a
p
r
o
g
r
a
m
m
i
n
g
c
o
u
r
s
e
,
”
6
t
h
I
n
t
e
r
n
a
t
i
o
n
a
l
C
o
n
f
e
r
e
n
c
e
o
n
I
E
E
E
E
l
e
c
t
r
i
c
a
l
E
n
g
i
n
e
e
r
i
n
g
a
n
d
I
n
f
o
r
m
a
t
i
c
s
,
p
p
.
1
-
6
,
2
0
1
7
.
[30]
F.
L.
Khale
e
l,
As
haa
ri
,
N.
S.,
W
ook
,
T.
S.
M.
T.
,
and
Ism
ai
l
,
A.,
.
"
Methodol
og
y
f
or
deve
lopi
ng
ga
m
ifi
ca
t
ion
-
base
d
le
arn
ing
pro
gr
a
m
m
ing
la
nguag
e
fra
m
ework,
"
6
th
Int
ernati
onal
Confe
ren
ce
on
IEE
E
Elec
tric
al
Engi
n
ee
ring
an
d
Informatic
s
,
pp
.
1
-
6,
2017
.
Evaluation Warning : The document was created with Spire.PDF for Python.