Design fit in gamified online programming learning environment

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-01-25 DOI:10.1016/j.learninstruc.2025.102087

Wei-Tsong Wang , Mega Kartika Sari

引用次数: 0

Abstract

Background

The strategy for designing online programming learning through a gamified learning environment and its effects on learning outcomes remains a subject of debate.

Objective

Using Task-Technology Fit (TTF) theory, this study investigates the impact of design fit on learning programming that supports game characteristics on learning outcomes.

Methods

The technique of component-based structural equation modeling was used to examine the research hypotheses.

Results

Learning performance is influenced by cognitive load and student perception of TTF. Additionally, task complexity affects students' applicability of learning strategies and perceptions on TTF.

Conclusion

The research findings can be used as guidelines for developing gamified online programming learning platforms by considering the features of the learning contexts to enhance students’ learning outcomes.

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设计适合游戏化在线编程学习环境

通过游戏化学习环境设计在线编程学习的策略及其对学习结果的影响仍然是一个有争议的主题。目的运用任务-技术契合（TTF）理论，探讨设计契合对支持游戏特征的学习规划的影响。方法采用基于构件的结构方程建模技术对研究假设进行检验。结果认知负荷和学生对学习效能的感知对学习成绩有显著影响。此外，任务复杂性影响学生对学习策略的适用性和对TTF的认知。结论研究结果可为游戏化在线编程学习平台的开发提供指导，通过考虑学习情境的特点来提高学生的学习效果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.