The Effect of Player Type in Learning Programming with Online Gamification Activities on Student Learning Outcomes

Abstract

A programming learning design with online gamification activities has been proposed. The purpose of this study is to identify the effect of the type of player on the learning outcomes of online gamification activity programming. The participants are first-year students majoring in educational technology as many as 101 students. Determination of the type of player for each student using the Bartle test. There are four types of players, namely killer, achiever, explorer, and socializer as independent variables. Learning outcomes are obtained from the student's final grade document in the visual programming course as the dependent variable. The Kruskal- Wallis test showed that there was no significant difference between the types of players on student learning outcomes. This shows that the programming learning design has gamification activities proposed for all types of players. The game elements that are designed do not allow certain types of players to excel, even though the socializer means the highest shelf. These results prove empirically that the type of player does not significantly affect the learning outcomes of online gamification activity programming.