Document Type

Dissertation

Degree

Doctor of Business Administration

Major/Program

<--Please Select Department-->

First Advisor's Name

Manjul Gupta

First Advisor's Committee Title

Committee chair

Second Advisor's Name

Mido Chang

Second Advisor's Committee Title

Committee member

Third Advisor's Name

Mark Thibodeau

Third Advisor's Committee Title

Committee member

Fourth Advisor's Name

Frederick Perry

Fourth Advisor's Committee Title

Committee member

Keywords

gamification, Codewars, student engagement, computer programming, self-determination theory, goal setting, intrinsic motivation, college, instructor guidance

Date of Defense

6-2-2022

Abstract

Students taking computer programming classes face several serious challenges: learning the syntax, problem solving, and interacting with new interfaces. In order to meet these challenges, instructors have been using Gamified Coding Platforms such as Codewars.com which offer students the opportunity to gain points, see other solutions, and practice in an online environment without the need to install extra software. The study seeks to build a psychological profile of students by measuring their intrinsic motivations along with their extrinsic motivations in the computer programming classroom. The surveys used for the intrinsic and extrinsic measures are based on the self-determination theory, which is also often used in the study of gamification. Additionally, students were questioned about goal setting, their perceptions of their instructor, and demographic questions. The dependent variable in question was the level of student engagement, which was based on the National Survey of Student Engagement. The initial pilot study involved 74 participants and the main study involved 159 completed student responses. A linear regression model was completed to examine the direct effects of the predictors on the dependent variable. Two components of intrinsic motivation: perceived competence and a greater desire to experience stimulation had a positive effect on student engagement. Additionally, students who perceived a greater instructor investment in their lives had a significant effect on student engagement.

The study highlights the importance of the role of the instructor and intrinsic motivations to encourage student engagement. The insights from the study can be used to increase student engagement by encouraging instructors to show a greater interest in their students studying computer programming.

Identifier

FIDC010814

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