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TILT program: Teaching and Learning Development Grant (TLDG)

Principal Investigator: Hazra Imran, limited-term lecturer, School of Computing Science, Faculty of Applied Sciences

Project team: Pranjal Keshari, research assistant, School of Computing Science, Faculty of Applied Sciences

Timeframe: May 2022 - December 2022

TILT Support: $5000

Course addressed: CMPT 310 -- Artificial Intelligence

Final report: View Hazra Imran's final report (PDF)

Description:

This project examined how gamification, combined with effective pedagogy, influences learner engagement and personality-related preferences in Computer Science education. The study aimed to understand how students’ personality traits relate to their preferences for specific gamified elements in order to inform more effective and inclusive course design. 

An experimental design was implemented in CMPT 310 during Fall 2022 with 140 students randomly assigned to control and experimental groups. Data were collected through pre- and post-questionnaires, gamified quizzes, and in-class observations. Overall, 60 percent of students preferred gamified quizzes, citing increased interactivity and enjoyment, while 12.5 percent preferred traditional quizzes because they created less stress and distraction.  Students particularly valued features such as points, power-ups, and improved visuals, while timers and memes were commonly disliked.

Findings suggest that selective and well-designed gamification, rather than fully gamified courses, can support individualized learning and engagement. The study highlights gamification’s potential as a pedagogical tool when aligned with learner personality differences and provides guidance for designing motivating and inclusive Computer Science learning environments.

Questions addressed:

• What perspectives do students have about gamification?
• How do students feel about the use of gamified course design structures?
• Which aspects of gamification (if any) resonate most with learners based on their personality traits?
• How does the game-based course design structure function as an approach to teaching by providing individualized or differentiated learning experiences?
• How do different personality traits (Openness, Conscientiousness, Extroversion, Agreeableness, Neuroticism) relate to perceived preferences for various gamified elements?

Knowledge sharing: Plans are in place to add more gamified elements to other courses and share findings with colleagues. There are also plans to write paper on findings to provide results to wider audience.

Keywords: Gamified, Personality traits, Quiz, Course Design, Computer science, Big Five Personality Factors, student engagement, motivation, learning activities, individualized learning