Impact of Gamified Learning Platforms on High School Students’ Programming Skills Development

Thesis Abstract

The rapid evolution of digital technology has transformed educational methodologies, with gamified learning platforms gaining prominence for their potential to enhance programming skills among high school students. Despite the widespread adoption of these platforms, limited empirical evidence exists regarding their effectiveness in fostering programming competence in this demographic. This study aims to investigate the impact of gamified learning platforms on high school students' development of programming skills, with specific objectives to assess skill acquisition levels, identify motivational factors influencing learning outcomes, and examine the relationship between gamification features and student engagement. Employing a mixed-methods research design, the study integrates quantitative and qualitative data collection approaches. The quantitative component involved a quasi-experimental design with a sample of 240 high school students from four urban schools, randomly assigned to experimental and control groups. The experimental group utilized a gamified platform designed based on Self-Determination Theory (Deci & Ryan, 1985) combined with the Constructivist Learning Theory (Piaget, 1952), emphasizing intrinsic motivation and active knowledge construction, while the control group used conventional instructional methods. Data were collected through pre- and post-intervention programming tests, student engagement questionnaires, and motivation scales. Qualitative data were acquired via semi-structured focus group interviews with 40 participants to explore their perceptions of gamification’s role in learning. Data analysis employed descriptive statistics, paired t-tests, and ANCOVA to determine significant differences in programming skills and engagement levels between groups. Additionally, thematic analysis was used to interpret qualitative data, providing insights into students’ intrinsic motivation, perceived competence, and interest in programming. The study hypothesizes that students engaging with gamified platforms will demonstrate significantly greater improvement in coding skills, higher motivation, and increased engagement compared to traditional instructional methods. Anticipated findings suggest that gamified learning significantly enhances programming skills among high school students, with motivational factors such as autonomy, competence, and relatedness mediating this relationship. Furthermore, features such as badges, leaderboards, and storyline narratives are expected to positively influence student engagement and persistence in learning programming, consistent with Self-Determination Theory. These results will contribute empirically to the understanding of how gamification influences not only skill acquisition but also motivational and engagement factors critical for sustained learning. The theoretical contribution of this research lies in extending the application of motivational and constructivist theories within the context of gamified programming education, offering a nuanced understanding of the mechanisms underpinning effective learning interventions. Practically, the findings will inform educators and policymakers on best practices for integrating gamified platforms into high school curricula to improve computer science education outcomes. The main conclusion of this study underscores the efficacy of gamified learning environments in promoting programming competence, motivation, and engagement among high school students. Based on these insights, it is recommended that schools adopt evidence-based gamification strategies tailored to student needs, incorporate feedback features to enhance motivation, and provide teacher training on integrating such platforms effectively. Furthermore, future research should explore longitudinal impacts of gamified learning on advanced programming skills and transferability to real-world problem-solving contexts. This study serves as a foundational step toward optimizing the deployment of gamification in computer science education, contributing valuable empirical evidence for enhancing the pedagogical approach to programming instruction at the secondary school level.