Eighteenth International Conference on Interdisciplinary Social Sciences

Abstract

This exploratory case study examines the impact of gamification theory on adult learners in programming classes. This is an empirical study of how effectively adult learners retain and learn programming languages through the use of gamification in the classroom. This is studied from the online and traditional classroom approaches. At this time, adult learners were more receptive to learning programming through fun and enticing games in traditional and online classrooms. Their retention of programming knowledge gained from these classes was evaluated by assignments and in-class gamification results. The online and traditional classroom data were compared and contrasted to determine the effectiveness of gamification theory in the classroom. Incorporating evidence from tests, assignments, and in-class gamification contests, this study demonstrates that students learn and retain more material on complex programming topics, when gamification theory introduces games in the classroom. It argues for the use of gamification theory as a means to engage multi-generational students in learning complex and advanced programming material in a fun setting. This can occur in both traditional and online classroom conference tools such as; Zoom, or Microsoft Teams. Keywords: gamification, education, adult learners, and programming.