Development and Implementation of an Online Adaptive Gamification Platform for Learning Computational Thinking

• Main Authors: Ng, Andrew Keong, Atmosukarto, Indriyati, Cheow, Wean Sin, Avnit, Karin, Yong, Mun Hin
• Format: Conference Proceeding
• Language: English
• Subjects: adaptive learning; computational thinking; Computer languages; Conferences; Education; Electronic learning; Games; gamification; independent learning; online education platform; Problem-solving; Visualization
• ISSN: 2377-634X
• DOI: 10.1109/FIE49875.2021.9637467

This Innovative Practice Full Paper presents the development and implementation of an innovative online adaptive gamification platform for learning Computational Thinking (CT). CT is an essential problem-solving skill set in this modern era of digitization and technological advancements. To build students' knowledge and skills in CT while maximizing students' motivation and engagement in learning, a novel online adaptive gamified course called Computational Thinking Quest (CTQ) was introduced. The CTQ was designed and developed by a multidisciplinary team of students and faculty members. The key features of CTQ are (1) an interactive storyline with animated avatars, mini-games, and questions created using Unity three-dimensional cross-platform game engine and Blockly block-based visual programming language; (2) questions at three different levels of difficulty for effective adaptive and self-learning approach; (3) an answer and feedback to each question for increased students' confidence and enthusiasm towards learning; (4) hyperlinks to online learning resources for further reading; (5) a badge and a leaderboard to motivate active participation and encourage success; and (6) a course management system with automatic data saving capability to enable learning at own pace, anytime, anywhere. The CTQ was rolled out to some newly matriculated first-year undergraduate Engineering (ENG) and InfoComm Technology (ICT) students. A total of 54 ENG and 53 ICT students' learning performance and feedback were collated and analyzed. Statistical results from the paired Student's t-test and the Wilcoxon signed rank test consistently reveal that (1) the median of post-test marks is significantly higher than that of pre-test marks (p < 0.001); (2) the median of CT knowledge scores after taking CTQ is significantly higher than that of before CTQ (p < 0.001); and (3) the median time taken to complete the post-test is significantly lower than the pre-test (p < 0.001). Furthermore, more than 75% of ENG and ICT students, separately, stated that CTQ is an engaging or very engaging learning platform; 81% of them indicated that the educational content of CTQ is enriching or very enriching; and 83% of them commented that CTQ has motivated independent learning. The CTQ can also serve as a bridging course to narrow the heterogeneity gap among students with heterogeneous prior knowledge on computer programming languages and ease students into programming-related modules, thereby enhanc