INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS

This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low -achieving students. The general design follows N...

Full description

Bibliographic Details
Published in:TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION
Main Authors: Othman, Mahfudzah; Osman, Aznoora; Ahmad, Siti Zulaiha; Abdullah, Natrah
Format: Article
Language:English
Published: ANADOLU UNIV 2024
Subjects:
Online Access:https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001265263000005
author Othman
Mahfudzah; Osman
Aznoora; Ahmad
Siti Zulaiha; Abdullah
Natrah
spellingShingle Othman
Mahfudzah; Osman
Aznoora; Ahmad
Siti Zulaiha; Abdullah
Natrah
INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
Education & Educational Research
author_facet Othman
Mahfudzah; Osman
Aznoora; Ahmad
Siti Zulaiha; Abdullah
Natrah
author_sort Othman
spelling Othman, Mahfudzah; Osman, Aznoora; Ahmad, Siti Zulaiha; Abdullah, Natrah
INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION
English
Article
This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low -achieving students. The general design follows Nielsen's design guidelines and incorporates Zaharias' usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application's design via storyboards, the development of the high-fidelity prototype, and users' reviews. A qualitative approach was adopted, involving a user -centred design (UCD) session through focus group discussions with 12 first -year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.
ANADOLU UNIV
1302-6488

2024
25
3

Education & Educational Research

WOS:001265263000005
https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001265263000005
title INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
title_short INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
title_full INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
title_fullStr INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
title_full_unstemmed INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
title_sort INTEGRATING SEGMENTING AND GAMIFICATION PRINCIPLES IN THE DESIGN OF INTERACTIVE GAMIFIED PROGRAMMING ASSESSMENTS FOR LOW ACHIEVERS
container_title TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION
language English
format Article
description This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low -achieving students. The general design follows Nielsen's design guidelines and incorporates Zaharias' usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application's design via storyboards, the development of the high-fidelity prototype, and users' reviews. A qualitative approach was adopted, involving a user -centred design (UCD) session through focus group discussions with 12 first -year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.
publisher ANADOLU UNIV
issn 1302-6488

publishDate 2024
container_volume 25
container_issue 3
doi_str_mv
topic Education & Educational Research
topic_facet Education & Educational Research
accesstype
id WOS:001265263000005
url https://www-webofscience-com.uitm.idm.oclc.org/wos/woscc/full-record/WOS:001265263000005
record_format wos
collection Web of Science (WoS)
_version_ 1809679209218441216