Assessing the Impact of Gamified Learning on Programming Skills Acquisition among High School Students

Thesis Abstract

The rapid advancement of information technology and the increasing integration of digital tools in educational contexts necessitate innovative strategies to enhance programming skills among high school students. Despite the recognition of gamified learning as a promising pedagogical approach, empirical evidence on its effectiveness in fostering programming competence remains limited and context-dependent. This study aims to evaluate the impact of gamified learning on programming skills acquisition among high school students, specifically identifying the extent to which gamification influences motivation, engagement, and skill development. The specific objectives include assessing students’ programming competence before and after the intervention, determining the correlation between gamification features and learning outcomes, and exploring students’ perceptions of gamified learning environments. The research adopts a mixed-methods research design, integrating quantitative and qualitative data collection approaches to provide a comprehensive understanding of the phenomenon. The population comprises 300 senior secondary school students from five schools within the metropolitan region, selected through stratified random sampling to ensure representativeness across different socioeconomic backgrounds and school types. The quantitative component involves administering a validated programming skills test and a gamification engagement questionnaire at pre- and post-intervention stages. The qualitative component includes focus group discussions and semi-structured interviews with selected students to capture nuanced perceptions of gamified learning experiences. The primary instruments include a standardized programming assessment developed based on Bloom’s Taxonomy, and an adapted Gamified Learning Motivation Questionnaire, both subjected to validity and reliability testing, with Cronbach’s alpha coefficients exceeding 0.80. Data analysis employs paired t-tests and ANCOVA to evaluate differences in programming skills and influence factors, while thematic analysis is used to interpret qualitative data, following Braun and Clarke’s procedure. It is anticipated that the findings will reveal a statistically significant improvement in programming skills among students exposed to gamified learning environments compared to traditional instructional methods. Further, the results are expected to show that gamification features such as points, badges, leaderboards, and narrative quests positively correlate with higher engagement levels and sustained motivation. The study will also elucidate students’ perceptions of gamification’s effectiveness and the challenges faced during implementation. These outcomes will contribute to the existing literature by providing context-specific evidence on the pedagogical impact of gamification in programming education at the high school level, addressing gaps related to demographic and contextual variables influencing efficacy. Theoretical grounding is based on Self-Determination Theory and Flow Theory, which explain motivation and engagement mechanisms in game-based learning contexts. The main conclusion will highlight that gamified learning is a viable and effective strategy for enhancing programming skills among high school students, with implications for curriculum designers, educators, and policymakers seeking to integrate transformational pedagogies. Recommendations include curriculum modifications to incorporate gamification elements, professional development for teachers on game-based instructional strategies, and further research exploring longitudinal effects and application across other STEM disciplines. Overall, this study aims to advance understanding of the pedagogical potential of gamified learning in secondary education, ultimately contributing to more engaging, effective, and inclusive programming instruction for young learners.