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First-year Information Systems (IS) students often face substantial challenges in introductory programming courses (CS1), particularly those with little or no prior programming experience. This can result in anxiety, decreased motivation, and a higher likelihood of course dropout. Our study seeks to address this challenge by integrating two gamified environments—CodeMonkey and Bebras—into ssa preparatory CS0 course. We combine quantitative platform interaction data (task completion, attempts, and scores) with survey-based measures of preparedness, stress, and engagement to evaluate their effectiveness. Cluster analyses reveal that high-engagement students report lower anxiety and greater motivation but do not necessarily achieve higher CS1 exam scores. A multiple regression analysis indicates that academic challenges negatively predict exam performance, whereas problem-solving engagement positively influences scores. These findings suggest that while gamified CS0 experiences can help students overcome initial hurdles in programming, structured instructional support and self-regulated learning strategies remain critical for translating motivational gains into improved academic outcomes in CS1.

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Game On: Leveraging Gamification in CS0 to Boost Preparedness and Persistence for CS1

  • 会议论文

  • 发表日期：

    2025年

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  • Havana Rika,
  • Moshe Leiba,
  • Yogev Shani,
  • Anat Ben-Yaacov

摘要

First-year Information Systems (IS) students often face substantial challenges in introductory programming courses (CS1), particularly those with little or no prior programming experience. This can result in anxiety, decreased motivation, and a higher likelihood of course dropout. Our study seeks to address this challenge by integrating two gamified environments—CodeMonkey and Bebras—into ssa preparatory CS0 course. We combine quantitative platform interaction data (task completion, attempts, and scores) with survey-based measures of preparedness, stress, and engagement to evaluate their effectiveness. Cluster analyses reveal that high-engagement students report lower anxiety and greater motivation but do not necessarily achieve higher CS1 exam scores. A multiple regression analysis indicates that academic challenges negatively predict exam performance, whereas problem-solving engagement positively influences scores. These findings suggest that while gamified CS0 experiences can help students overcome initial hurdles in programming, structured instructional support and self-regulated learning strategies remain critical for translating motivational gains into improved academic outcomes in CS1.