Uma plataforma gamificada para ensino de programação baseada em teoria

Abstract

With the emergence of new technologies and study patterns, learning methodologies for learning programming in universities have been perceived as outdated and insufficiently personalized since they do not adequately address differences in students' prior knowledge, personal characteristics, and creativity. Given this context, gamification, a strategy that utilizes game elements in non-gaming environments, has gained significant popularity in recent years and arises as an opportunity to modernize programming education practices for novice students through interactive technologies. Moreover, online platforms in gamified environments have been increasingly adopted to support the modernization of the programming learning process. Nevertheless, established scientific, gaming and educational theories are not always considered for the development of those tools, just as standardized Software Engineering concepts are not entirely followed throughout the creation and validation of educational systems. In this context, this work proposes a scientifically and educationally grounded platform, called UFCGame, to support the teaching of Software Engineering, specifically introductory programming. First, a literature review was conducted to investigate the current landscape of existing platforms within the study domain. The analysis aimed to identify which platforms are based on theories, frameworks, and Software Engineering practices. In addition, the challenges, implementation methodologies, and impact assessment approaches adopted by these platforms were examined. Based on the identified gaps, the UFCGame platform was developed. It is a centralized system for supporting and monitoring gamification, using game elements based on the MDA framework (Mechanics, Dynamics, and Aesthetics) integrated with Self-Determination Theory and the ARCS motivational model. To evaluate the platform in an educational context, it was applied in three introductory Programming courses at the Federal University of Ceará during the 2025.1, 2025.2, and 2026.1 academic semesters. The platform was evaluated using two complementary approaches: the collection of nine metrics (e.g., user activity over time) related to the software quality characteristics defined by the ISO/IEC 25010 standard (e.g., Usability), three of which were proposed in this work, and the administration of two questionnaires to students who used the platform in the courses: the System Usability Scale (SUS) to assess perceived usability and MEEGA+, a model designed for evaluating educational games. The results indicate that the use of a gamification platform in introductory programming education contributes to student engagement and promotes innovation in the learning process. The UFCGame platform achieved satisfactory results across the evaluated quality criteria, with particular emphasis on Usability. Furthermore, the collected metrics provide valuable insights for future improvements and applications in other classes, contributing to the advancement of gamified educational tools.