Gamification in Learning Tools

Abstract

Gamification is a term for adding game design elements into a non-game context. Using motivational theory and gamification theory this thesis explores how adding game elements to an educational learning tool affects students taking an introductory programming course. The hypothesis is that it will increase students’ motivation and perceived learning. An iterative development phase adds the experience points, levels, and a progression system to the learning tool, creating an artifact. This artifact is tested by students taking the introductory programming course at the University of Oslo. Through questionnaires and interviews the results of these tests are measured. The development of the artifact is explored and the results are discussed and presented. The results indicate that the progression system impacted the students the most of the game elements. The artifact had some positive effect on the students motivation and perceived learning, though the results could not be generalized to represent students taking introductory programming courses due to the number of respondents