International Journal of Modern Education and Computer Science (IJMECS)

ISSN: 2075-0161 (Print), ISSN: 2075-017X (Online)

Published By: MECS Press

IJMECS Vol.13, No.2, Apr. 2021

Gamification Approach in Teaching Web Programming Courses in PHP: Use of KAHOOT Application

Full Text (PDF, 518KB), PP.33-39

Views:216   Downloads:30


Ibrahim Ouahbi, Hassane Darhmaoui, Fatiha Kaddari

Index Terms

Gamification, Web programming, Kahoot, Learning experience, ICT.


Learning algorithmics and programming fundamental courses is widely considered to be quite challenging in the field of computer science. Gamification is a good alternative educational practice to promote programming teaching, it allows better engagement of students in their learning. Students acquire a reasonable level of abstraction and logic and develop reflections on various course concepts. They are better introduced to critical programming situations. In the present work, we investigated the impact of introducing simple gamified educational sequences within a dynamic programming PHP course on first year Master students in Educational Technology and Pedagogical Engineering (TEIP).  Our use of gamification learning sequences based on the application KAHOOT in this course revealed a better engagement of students. 90% of the students in our experimental group expressed being more motivated and committed for the course and 87.5% of them expressed positive attitudes on using KAHOOT as a teaching tool. The majority (90%) expressed their intention to recommend KAHOOT to other teachers.

Cite This Paper

Ibrahim Ouahbi, Hassane Darhmaoui, Fatiha Kaddari, " Gamification Approach in Teaching Web Programming Courses in PHP: Use of KAHOOT Application", International Journal of Modern Education and Computer Science(IJMECS), Vol.13, No.2, pp. 33-39, 2021.DOI: 10.5815/ijmecs.2021.02.04


[1]Thongmak, M. (2018). Creating gameful experience in the object-oriented programming classroom: A case study. Online Journal of Applied Knowledge Management (OJAKM), 6(1), 30-53.

[2]Combéfis, S., Beresnevičius, G., & Dagienė, V. (2016). Learning programming through games and contests: overview, characterisation and discussion. Olympiads in Informatics, 10(1), 39-60.

[3]Yang, T. C., Hwang, G. J., Yang, S. J., & Hwang, G. H. (2015). A two-tier test-based approach to improving students' computer-programming skills in a web-based learning environment. Journal of Educational Technology & Society, 18(1), 198-210.

[4]Biju, S. M. (2018). Best Approach to Teach Advanced Programming, International Journal of Education and Management Engineering (IJEME), Vol.8, No.6, pp.37-45, 2018.DOI:10.5815/ijeme.2018.06.04.

[5]Ouahbi, I., Darhmaoui, H., Kaddari, F., & Bemmouna, A. (2019). Computer Science Program in Moroccan Secondary Schools: Curricula Analysis", International Journal of Modern Education and Computer Science (IJMECS), Vol.11, No.3, pp. 10-15,2019. DOI:10.5815/ijmecs.2019.03.02.

[6]Duch, P., & Jaworski, T. (2018). Enriching Computer Science Programming Classes with Arduino Game Development. In 2018 11th International Conference on Human System Interaction (HSI) (pp. 148-154). IEEE.

[7]Azmi, S., Iahad, N. A., & Ahmad, N. (2015). Gamification in online collaborative learning for programming courses: A literature review. ARPN Journal of Engineering and Applied Sciences, 10(23), 1-3.

[8]Ouahbi, I., Kaddari, F., Darhmaoui, H., & Elachqar, A. (2018). L’intégration des serious games dans les cours d’introduction de l’algorithmique et de la programmation : Integration of serious games in teaching an introductory course on algorithmic and programming., 14(1).

[9]Adhikari, K. (2019). Exploring girls' perception on Computing careers via educational quiz-application (Master's thesis, NTNU).

[10]Jen, L. S., & Said, S. H. M. (2018). Application of gamification in introduction to programming: A case study. PEOPLE: International Journal of Social Sciences, 4(3).

[11]Ng, W. S., & Cheng, G. (2018). A collaborative blended learning approach for learning web programming. Proceedings of International Conference on Information Communication Technologies in Education ICICTE 2018 (pp. 49-58).

[12]Wilson, C., Sudol, L. A. S., Stephenson, C., Stehlik, M., Acm, & Csta. (2011). Running on empty: The Failure to Teach K-12 Computer Science in the Digital Age. Inquiry : A Journal of Medical Care Organization, Provision and Financing, 48(3), 177–82.

[13]Robins, A., Rountree, J., & Rountree, N. (2003). Learning and Teaching Programming: A Review and Discussion. Computer Science Education, 13(2), 137–172.

[14]Wang, X. M., Hwang, G. J., Liang, Z. Y., & Wang, H. Y. (2017). Enhancing students’ computer programming performances, critical thinking awareness and attitudes towards programming: An online peer-assessment attempt. Journal of Educational Technology & Society, 20(4), 58-68.

[15]Ouahbi, I., Kaddari, F., Darhmaoui, H., Elachqar, A., & Lahmine, S. (2015). Learning basic programming concepts by creating games with SCRATCH programming environment. Procedia-Social and Behavioral Sciences, 191, 1479-1482.

[16]Saliba, M., Kaddari, F., Elachqar, A., & Chahwan, J. (2014). Comparative Study of the IT Teaching/Learning in School Contexts: Lebanese and Moroccan.Procedia-Social and Behavioral Sciences, 116, 4650-4653.

[17]Violino, B. (2009). Time to reboot. Communications of the ACM, 52(4), 19-19.

[18]Fotaris, P., Mastoras, T., Leinfellner, R., & Rosunally, Y. (2015). From hiscore to high marks: Empirical study of teaching programming through gamification. In European Conference on Games Based Learning (p. 186). Academic Conferences International Limited.

[19]Malan, D. J., & Leitner, H. H. (2007). Scratch for budding computer scientists. ACM Sigcse Bulletin, 39(1), 223-227.

[20]Gee, J. P. (2005). Good video games and good learning. In Phi Kappa Phi Forum (Vol. 85, No. 2, p. 33). The Honor Society of Phi Kappa Phi.

[21]El Mhouti, A., Nasseh, A., & Erradi, M. (2016). A Framework to Stimulate Collaborative e-Learning through Collaborative Educational Games Modeled Using IMS-LD, International Journal of Information Technology and Computer Science (IJITCS), Vol.8, No.4, pp.19-27, 2016. DOI: 10.5815/ijitcs.2016.04.03 

[22]Sawyer, B., & Rejeski, D. (2002). Serious Games: Improving public policy through game-based learning and simulation.

[23]Alvarez, J. (2007). Du jeu vidéo au Serious Game: approches culturelle, pragmatique et formelle (Doctoral dissertation, Toulouse 2).

[24]Ghanyani, U. S., Murad, M., & Mahmood, W. (2018). Crowd-based Requirement Engineering, International Journal of Education and Management Engineering (IJEME), Vol.8, No.3, pp.43-53, 2018.DOI: 10.5815/ijeme.2018.03.05

[25]Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 extended abstracts on human factors in computing systems (pp. 2425-2428).

[26]Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis. Journal of Information Technology Education: Research, 18, 395-417.

[27]Tessler, J., Beth, B., & Lin, C. (2013). Using cargo-bot to provide contextualized learning of recursion. In Proceedings of the ninth annual international ACM conference on International computing education research (pp. 161-168). ACM.

[28]Wolber, D. (2011). App inventor and real-world motivation. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 601-606). ACM.

[29]Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology, 140, pp. 1-55.

[30]Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296.

[31]Ouahbi, I., Darhmaoui, H., Kaddari, F., Elachqar, A., & Lahmine, S. (2016). Pre-service Teachers' Perceptions and Awareness toward Serious Games in the Classroom-Case of Morocco. In 2016 13th International Conference on Computer Graphics, Imaging and Visualization (CGiV) (pp. 431-436). IEEE.