Design and evaluate a gamified programming learning platform for high school students

Thesis Abstract

The rapid proliferation of digital technologies and the increasing integration of coding skills into the high school curriculum necessitate innovative instructional approaches to enhance programming literacy among adolescents. Despite the recognized importance of computer programming in fostering computational thinking and problem-solving abilities, traditional instructional methods often face challenges such as low engagement, limited motivation, and insufficient practical application for high school students. This study aims to design, implement, and evaluate a gamified programming learning platform tailored specifically for high school learners to address these pedagogical gaps. The primary objectives are to (1) develop an interactive, game-based environment that promotes engagement and conceptual understanding of programming fundamentals; (2) assess the effectiveness of the platform in improving students’ programming skills, motivation, and retention; and (3) identify critical design features contributing to learner success within gamified contexts. The research adopts a mixed-methods convergent parallel design, integrating quantitative and qualitative data collection techniques to provide a comprehensive evaluation of the platform. The quantitative component involves a quasi-experimental pre-test/post-test design with a sample of 200 high school students randomly assigned to experimental and control groups, drawn from four secondary schools. Data collection instruments include validated programming assessments, motivation questionnaires rooted in Self-Determination Theory (Deci & Ryan, 1985), and engagement surveys. Qualitative data are obtained through focus group discussions and semi-structured interviews with students and teachers to explore user experiences, perceived barriers, and contextual factors influencing platform utilization. Data analysis employs paired sample t-tests and ANCOVA to evaluate improvement in programming skills and motivation levels, while thematic analysis is used to interpret qualitative feedback, ensuring robustness and depth in understanding user perceptions. Expected findings suggest that the gamified platform will significantly enhance students’ programming competencies compared to traditional instruction, with notable gains in motivation and engagement. The study anticipates that specific game design elements—such as achievement badges, leaderboards, and narrative storytelling—will be positively correlated with increased learner participation and persistence. Furthermore, the research hypothesizes that motivation, aligned with Self-Determination Theory, mediates the relationship between gamified features and learning outcomes. This study contributes to the educational technology literature by empirically demonstrating the impact of gamification on programming education at the high school level, filling a critical research gap concerning scalable and contextually relevant game-based interventions. It provides a theoretically grounded framework integrating constructivist and behaviorist pedagogies, emphasizing learner-centered design principles and motivational psychology. The development of the platform’s conceptual model incorporates insights from Bloom’s Taxonomy and Csikszentmihalyi’s Flow Theory, offering a nuanced understanding of how playful learning environments facilitate cognitive and affective engagement. The main conclusion underscores that a thoughtfully designed gamified programming platform can serve as a potent instructional tool to foster computational skills and motivation among high school students. The study recommends integrating gamified elements into mainstream STEM curricula, providing training for educators on game-based pedagogical strategies, and further exploring long-term effects of gamification on programming proficiency. Future research should investigate scalable adaptation of such platforms across diverse educational settings and disciplines, as well as longitudinal impacts on students’ academic trajectories and career interests in technology fields.