Gamification has gained much popularity in recent years in the field of education. The use of gaming elements, such as points, badges, and leaderboards, is suggested to increase motivation, which, in turn, leads to performance improvement. However, studies suggest that it is not a “one-size-fits-all” approach and needs to be tailored based on the environment and learner's psychology to achieve effective results. This study evaluates the use of gamification in a cultural context where most students come from rote learning backgrounds. First-year university students, in their programming module, were evaluated by analyzing their class effort, satisfaction, social comparison, performance, and intrinsic motivation. The students were divided into two balanced groups: gamified group and nongamified group. Students in the gamified group were required to submit their programming assignments through an online gamified tool, while the nongamified group submitted their assignments using the traditional way. Results showed no significant difference in class effort, satisfaction, social comparison, and motivation between both groups over time. However, the gamified group performed significantly better in assignments as compared to the nongamified group. Moreover, a significant positive correlation was found between the scores of two exams conducted at two different time points for the gamified group.

中文翻译：

---

在学习计算机编程时探索游戏化对具有死记硬背学习背景的学生的影响

近年来，游戏化在教育领域广受欢迎。建议使用积分、徽章和排行榜等游戏元素来增加动力，从而提高绩效。然而，研究表明，这不是一种“一刀切”的方法，需要根据环境和学习者的心理进行量身定制，才能达到有效的效果。本研究评估了在大多数学生来自死记硬背的文化背景下游戏化的使用。在他们的编程模块中，通过分析他们的课堂努力、满意度、社会比较、表现和内在动机来评估一年级大学生。学生被分成两个平衡的组：游戏化组和非游戏化组。游戏化组的学生被要求通过在线游戏化工具提交他们的编程作业，而非游戏化组的学生使用传统方式提交他们的作业。结果表明，随着时间的推移，两组在课堂努力、满意度、社会比较和动机方面没有显着差异。然而，与非游戏化组相比，游戏化组在作业中的表现要好得多。此外，在游戏化组的两个不同时间点进行的两次考试的分数之间存在显着的正相关。随着时间的推移，两组之间的动机。然而，与非游戏化组相比，游戏化组在作业中的表现要好得多。此外，在游戏化组的两个不同时间点进行的两次考试的分数之间存在显着的正相关。随着时间的推移，两组之间的动机。然而，与非游戏化组相比，游戏化组在作业中的表现要好得多。此外，在游戏化组的两个不同时间点进行的两次考试的分数之间存在显着的正相关。