Yerry Soepriyanto, Dedi Kuswandi
Learning visual programming was a compulsory subject for educational technology students because it is important to their capabilities. They learn Borland Delphi programming. Unfortunately, this course is considered difficult, this is due to the diverse backgrounds of students and no programming experience even more so for non-major computer science students. Therefore, it is necessary to design learning or activities to learn programming effectively and fun. This article aims to describe the design of non-game contexts activities for learning visual programming and validation from students who experience the learning. The method used to guide the design of gamification activities uses an input-process-output framework that is extended to the Garris learning model. Students provide feedback on what they experienced and felt when implementing the design of gamification activities through a closed-ended question survey. The results show that the activity design received positive responses from students and according to them was able to motivate learning of visual programming. © 2021 IEEE.
Universitas Negeri Malang, Dept. of Educational Technology, Malang, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock