Thesis Abstract

Abstract
Gamification, the integration of game elements into non-game contexts, has gained considerable attention in educational settings as a means to enhance student engagement and improve learning outcomes. This thesis explores the impact of gamification on student engagement and learning outcomes in the field of computer science education. The study investigates how the use of gamified elements influences student motivation, participation, and academic performance in computer science courses. The research methodology employed a mixed-methods approach, combining quantitative data analysis of student performance metrics with qualitative analysis of student perceptions and experiences. A sample of computer science students participated in a gamified learning environment designed to supplement traditional course content. Data was collected through pre- and post-intervention surveys, academic records, and observational notes. The findings indicate a positive correlation between the implementation of gamified elements and increased student engagement. Students reported greater motivation to participate in class activities and complete assignments when gamification was incorporated into the learning process. Additionally, the analysis of academic performance data revealed improvements in student learning outcomes, including higher test scores and enhanced problem-solving skills. The study also identified several factors that influenced the effectiveness of gamification in computer science education, such as the design of game mechanics, the alignment of game elements with learning objectives, and the level of autonomy and feedback provided to students. Furthermore, the research highlighted the importance of instructor support and student collaboration in maximizing the benefits of gamified learning environments. In conclusion, this thesis contributes to the growing body of literature on gamification in education by providing empirical evidence of its impact on student engagement and learning outcomes in computer science courses. The findings suggest that gamification can be a valuable tool for educators seeking to enhance student motivation and performance in the digital age. Recommendations for future research and practical implications for educators are discussed to guide further exploration and implementation of gamified approaches in computer science education.

Thesis Overview