Gamification and Self-Determination Theory in Teaching Computational Thinking: An Experience with Quizizz Software

The introductory programming disciplines, which include the teaching of algorithms and computational logic, have high failure and dropout rates. Developing Computational Thinking in students can contribute to learning programming fundamentals by building algorithmic and problem-solving skills. Howev...

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Veröffentlicht in:Informatics in education Jg. 24; H. 3; S. 587 - 615
Hauptverfasser: Santiago, Cynthia Pinheiro, Silva, Antonio Rodrigo dos Santos, Menezes, José Wally Mendonça, Aquino, Francisco José Alves de
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Vilnius Institute of Mathematics and Informatics 28.09.2025
Vilnius University
Schlagworte:
Algorithms
Autonomy
Case studies
Computational Thinking
Computer science
Computer Science Education
Dropout Rate
Dropping out
Gamification
Learning
Motivation
Problem solving
Programming
Publish or Perish Issue
Qualitative analysis
Qualitative research
quizizz
Science Curriculum
Self determination
self-determination theory
Skills
Software
Students
Teaching
Work skills
ISSN:1648-5831, 2335-8971
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Zusammenfassung:The introductory programming disciplines, which include the teaching of algorithms and computational logic, have high failure and dropout rates. Developing Computational Thinking in students can contribute to learning programming fundamentals by building algorithmic and problem-solving skills. However, keeping students engaged in training such skills is still a challenge. In this sense, this work proposes an intervention for teaching Computational Thinking in the initial semesters of the Technician in Informatics and Bachelor of Computer Science courses, using gamification as a motivational strategy and the Quizizz software as a gamified platform. To evaluate the results, a mixed-method case study was used to perform a quantitative and qualitative analysis of the data and, subsequently, integrate them. The results obtained were discussed based on the Theory of Self-Determination, indicating that students demonstrated a high level of oriented autonomy and motivation to learn, regardless of the performance obtained.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2025.17