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Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC)

Research output: Thesis › Doctoral Thesis

Published

Standard

Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC). / St.Bernard, Fayola.
Lancaster University, 2023. 198 p.

Research output: Thesis › Doctoral Thesis

Harvard

St.Bernard, F 2023, 'Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC)', PhD, Lancaster University. https://doi.org/10.17635/lancaster/thesis/2016

APA

St.Bernard, F. (2023). Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC). [Doctoral Thesis, Lancaster University]. Lancaster University. https://doi.org/10.17635/lancaster/thesis/2016

Vancouver

St.Bernard F. Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC). Lancaster University, 2023. 198 p. doi: 10.17635/lancaster/thesis/2016

Author

St.Bernard, Fayola. / Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC). Lancaster University, 2023. 198 p.

Bibtex

@phdthesis{98ac634e30e641c290b22eb6147fae82,
title = "Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC)",
abstract = "At the University of the Southern Caribbean (USC) students often struggle with learning programming. Because of this struggle, they often become disengaged with the programming courses, with some transferring to other degree programmes or withdrawing from the programme. While several strategies have been used to ensure that students can problem- solve, design, and develop coded solutions, it has not been enough to alleviate the issues. Game- based learning (GBL) emerged as a possible strategy that can potentially help students develop these skills while keeping them engaged with the course content. Implementing such a strategy within the department requires evidence that it can be an effective technique for teaching and learning programming. Therefore, the aim of this study is to evaluate the impact of GBL on student engagement and overall performance in an introductory programming course. The research was designed as a deductive exploratory single case study research strategy and method. It approaches the aims and objectives from a pragmatic perspective, and as a result, uses a mixed methodological approach to data collection and analysis. The findings show that while GBL does not alleviate the common negative reactions to learning programming, it does provide a learning environment engaging enough for students to overlook these. This results in students having an enhanced perception of the knowledge and improved performance. In implementing GBL in other programming courses, some features that are potentially the most impactful on students learning are immediate feedback, freedom to fail, user interface, code without limitations, and a visual representation of progress.",
author = "Fayola St.Bernard",
year = "2023",
doi = "10.17635/lancaster/thesis/2016",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - BOOK

T1 - Examining the Impact of Game-Based Learning on Student Engagement and Performance in an Introductory Computer Programming Course at the University of the Southern Caribbean (USC)

AU - St.Bernard, Fayola

PY - 2023

Y1 - 2023

N2 - At the University of the Southern Caribbean (USC) students often struggle with learning programming. Because of this struggle, they often become disengaged with the programming courses, with some transferring to other degree programmes or withdrawing from the programme. While several strategies have been used to ensure that students can problem- solve, design, and develop coded solutions, it has not been enough to alleviate the issues. Game- based learning (GBL) emerged as a possible strategy that can potentially help students develop these skills while keeping them engaged with the course content. Implementing such a strategy within the department requires evidence that it can be an effective technique for teaching and learning programming. Therefore, the aim of this study is to evaluate the impact of GBL on student engagement and overall performance in an introductory programming course. The research was designed as a deductive exploratory single case study research strategy and method. It approaches the aims and objectives from a pragmatic perspective, and as a result, uses a mixed methodological approach to data collection and analysis. The findings show that while GBL does not alleviate the common negative reactions to learning programming, it does provide a learning environment engaging enough for students to overlook these. This results in students having an enhanced perception of the knowledge and improved performance. In implementing GBL in other programming courses, some features that are potentially the most impactful on students learning are immediate feedback, freedom to fail, user interface, code without limitations, and a visual representation of progress.

AB - At the University of the Southern Caribbean (USC) students often struggle with learning programming. Because of this struggle, they often become disengaged with the programming courses, with some transferring to other degree programmes or withdrawing from the programme. While several strategies have been used to ensure that students can problem- solve, design, and develop coded solutions, it has not been enough to alleviate the issues. Game- based learning (GBL) emerged as a possible strategy that can potentially help students develop these skills while keeping them engaged with the course content. Implementing such a strategy within the department requires evidence that it can be an effective technique for teaching and learning programming. Therefore, the aim of this study is to evaluate the impact of GBL on student engagement and overall performance in an introductory programming course. The research was designed as a deductive exploratory single case study research strategy and method. It approaches the aims and objectives from a pragmatic perspective, and as a result, uses a mixed methodological approach to data collection and analysis. The findings show that while GBL does not alleviate the common negative reactions to learning programming, it does provide a learning environment engaging enough for students to overlook these. This results in students having an enhanced perception of the knowledge and improved performance. In implementing GBL in other programming courses, some features that are potentially the most impactful on students learning are immediate feedback, freedom to fail, user interface, code without limitations, and a visual representation of progress.

U2 - 10.17635/lancaster/thesis/2016

DO - 10.17635/lancaster/thesis/2016

M3 - Doctoral Thesis

PB - Lancaster University

ER -