Gamified learning: Assessing the influence of leaderboards on online formative quizzes in a computer programming course

Abstract

AbstractThis quasi‐experimental study investigates the impact of gamification on learning outcomes and course engagement in the computer programming course, a mandatory course in the Electronics and Communication Technology and Mechatronics Technology departments. The experimental group (EG) (N = 48) utilized leaderboards for gamified weekly online formative exams, while the control group (N = 48) used nongamified exams. Our hypothesis was that the EG would exhibit higher quiz completion rates and improved learning. However, the findings indicate no significant difference between gamified and nongamified approaches in terms of learning and course engagement. Although the EG completed more quizzes, it did not result in a substantial difference. Correlations reveal a positive relationship between theoretical exam scores and the number of completed quizzes, suggesting that gamification may not directly enhance learning. Notably, the overall impact of quiz completion on learning is more pronounced when considering all participants. Furthermore, the decline in quiz completion rates after the third week in both groups suggests that gamification may yield an innovative effect but lacks long‐term sustainability. These results suggest that gamification may be suitable for short‐term activities, such as 2–3 weeks, and may not sufficiently engage all students in the lesson.