THE IMPACT OF A GAMIFIED FLOWCHART APPLICATION ON MOTIVATION AND LEARNING PROGRAMMING CONSTRUCTS / HASAN TUNCEL ÇOBAN; SUPERVISOR: ASST. PROF. DR. CAGIN KAZIMOĞLU

Yazar: Katkıda bulunan(lar):Dil: İngilizce 2022Tanım: 110 sheets; 31 cm. Includes CDİçerik türü:
  • text
Ortam türü:
  • unmediated
Taşıyıcı türü:
  • volume
Konu(lar): Tez notu: Thesis (MSc) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department Özet: ABSTRACT This research investigates the development and the impact of a gamified flowchart tool to introduction to programming students’ motivation and learning computer programming constructs. As part of this research, a new flowchart building tool named CHAP was developed with gamification elements with the premise to increase introduction to computer programming students’ motivation to learn computer programming and their knowledge in understanding computer programming constructs. Having developed CHAP, a pre-and a post- study was designed with a control and experimental group structure where the control group used an industry-standard flowchart application (i.e., Flowgortihm), and the control group used the newly developed tool (i.e., CHAP) to compare how impactful this newly developed research implementation tool (is on students’ satisfaction, motivation and learning in computer programming when compared to a standard flowchart software. As an instrument, this research uses a survey study in which both the control and the experimental group were asked the same set of questions, alongside with exercises to solve both in the pre and the post-study to observe whether knowledge gain was obtained during the study. As a result, a total of 115 students who were all studying Introduction to Programming (CMPE 112) at Cyprus International University (CIU) participated in the study. The study was voluntary, and the students were randomly divided into two groups and asked to use either Flowgorithm or CHAP. During the study, the groups did not communicate with one another, and the participants were completely unaware of which group they would be assigned to. Having done so, both groups were asked to fill out a pre- and post-study – which were identical. Additionally, the students answered a series of introductory programming questions to observe whether or not the study caused a significant change in their knowledge of computer programming. Having analyzed the collected data from both of these groups, it was found that CHAP – the gamified approach to creating flowcharts – slightly but significantly increased students’ knowledge, motivation, and problem-solving abilities when compared to standard flowchart software: Flowgorithm. Keywords: CHAP, Flowgorithm, Gamification, Learning Programming, Novice Programmer, Visual Programming Tools
Materyal türü: Thesis
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Materyal türü Geçerli Kütüphane Koleksiyon Yer Numarası Durum Notlar İade tarihi Barkod Materyal Ayırtmaları
Thesis Thesis CIU LIBRARY Tez Koleksiyonu Tez Koleksiyonu YL 2541 C63 2022 (Rafa gözat(Aşağıda açılır)) Kullanılabilir Management Information Systems Department T2862
Suppl. CD Suppl. CD CIU LIBRARY Görsel İşitsel YL 2541 C63 2022 (Rafa gözat(Aşağıda açılır)) Kullanılabilir Management Information Systems Department CDT2862
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Thesis (MSc) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department

Includes bibliography (sheets 68-71)

ABSTRACT
This research investigates the development and the impact of a gamified flowchart tool to introduction to programming students’ motivation and learning computer programming constructs. As part of this research, a new flowchart building tool named CHAP was developed with gamification elements with the premise to increase introduction to computer programming students’ motivation to learn computer programming and their knowledge in understanding computer programming constructs.
Having developed CHAP, a pre-and a post- study was designed with a control and experimental group structure where the control group used an industry-standard flowchart application (i.e., Flowgortihm), and the control group used the newly developed tool (i.e., CHAP) to compare how impactful this newly developed research implementation tool (is on students’ satisfaction, motivation and learning in computer programming when compared to a standard flowchart software.
As an instrument, this research uses a survey study in which both the control and the experimental group were asked the same set of questions, alongside with exercises to solve both in the pre and the post-study to observe whether knowledge gain was obtained during the study. As a result, a total of 115 students who were all studying Introduction to Programming (CMPE 112) at Cyprus International University (CIU) participated in the study. The study was voluntary, and the students were randomly divided into two groups and asked to use either Flowgorithm or CHAP. During the study, the groups did not communicate with one another, and the participants were completely unaware of which group they would be assigned to. Having done so, both groups were asked to fill out a pre- and post-study – which were identical. Additionally, the students answered a series of introductory programming questions to observe whether or not the study caused a significant change in their knowledge of computer programming.
Having analyzed the collected data from both of these groups, it was found that CHAP – the gamified approach to creating flowcharts – slightly but significantly increased students’ knowledge, motivation, and problem-solving abilities when compared to standard flowchart software: Flowgorithm.
Keywords: CHAP, Flowgorithm, Gamification, Learning Programming, Novice Programmer, Visual Programming Tools

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