The effect of gamified e-learning supported teaching on students' computer programming self-efficacy perceptions, attitudes towards programming and classroom engament

The aim of this study is to investigate the effects of gamified e-learning-supported instruction on students' self-efficacy perceptions in computer programming, their attitudes toward programming, and their classroom engagement. The study was conducted during the 2023-2024 academic year in a science high school located in the northwestern region of Turkey, with the participation of 60 voluntary 9th-grade students from two different classes. In the study, students in the experimental group received both traditional classroom instruction and gamified e-learning support, whereas students in the control group were taught solely through traditional classroom instruction. The study employed a mixed-methods research design. Quantitative data were collected using the Computer Programming Self-Efficacy Scale, the Attitudes Toward Programming Scale, and the Classroom Engagement Inventory. Qualitative data were obtained through a face-to-face interview form. After the groups were randomly assigned as experimental and control groups, pre-tests were administered to both groups. At the end of the study, post-tests were applied to both groups, and face-to-face interviews were conducted with the experimental group using the developed interview form. The e-learning platform used in the study was the Education Informatics Network (EBA), developed by the Ministry of National Education in Turkey. Before the six-week experimental phase, the gamification framework was introduced to the experimental group during a one-week, face-to-face session in their classroom. Throughout the experimental phase, weekly activity announcements were made via EBA, along with lesson materials, videos, and topic-based tests for the students to engage with. Weekly leaderboards were created based on the scores obtained by students, and those meeting specific criteria were awarded badges developed by the researcher. Each week, the top 10 students on the leaderboard were announced, and at the end of the study, the top participants across all activities were recognized with badges and points. The results of the study indicate that gamified e-learning support did not lead to statistically significant differences in students' attitudes toward programming or their classroom engagement. However, it significantly improved their self-efficacy in programming. This study demonstrates the experimental effects of gamified e-learning support in addressing challenges faced in programming education. Furthermore, it is suggested that this research could provide a model for gamification in other subjects within the EBA system under teacher supervision.