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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.