Research Information System
Software Quality Journal, vol.34, no.2, 2026 (SCI-Expanded, Scopus)
Programming is often perceived as difficult and demotivating by non-computer science students, especially in engineering departments. This study investigates the use of gamification, guided by the Octalysis framework, to improve motivation and achievement in C/C + + programming courses. A set of game-based elements including Kahoot quizzes, progress bars, weekly film/game-inspired themes, and bonus rewards were applied to a large first-year Electrical and Electronics Engineering cohort during the 2024–2025 academic year. Student personas were mapped to Octalysis core drives to design differentiated activities. Both quantitative results and qualitative feedback confirm that gamification improved student motivation and achievement. Pass rates improved by nearly 10% compared to previous years without gamification, and students particularly valued accessible and creative elements such as quizzes and thematic lectures. More demanding tasks, such as Hackerrank challenges, were less effective, demonstrating the need to align gamification with learner profiles. The study highlights the analytical strength of the Octalysis framework in linking motivational drivers with suitable gamification strategies.