2024 IEEE 2nd International Conference on Electrical Engineering, Computer and Information Technology (ICEECIT)

University of Jember, Jember, Indonesia, November 22-23 2024

Development of Gamification-Based Web

Programming Educational Website with Peer
2024 IEEE 2nd International Conference on Electrical Engineering, Computer and Information Technology (ICEECIT) | 979-8-3315-0437-3/24/$31.00 ©2024 IEEE | DOI: 10.1109/ICEECIT63698.2024.10859724

Review to Increase Student Learning Motivation

Esa Pramudheva Maydi Syahri Azhar Ahmad Smaragdina Triyanna Widyaningtyas
Department of Electrical Engineering Department of Electrical Engineering Department of Electrical Engineering
and Informatics and Informatics and Informatics
Universitas Negeri Malang Universitas Negeri Malang Universitas Negeri Malang
Malang, Indonesia Malang, Indonesia Malang, Indonesia
[email protected] [email protected] [email protected]

Abstract— Web programming is a crucial subject for class medium, leveraging the power of the Internet. The number of
XI RPL students at SMKN 12 Malang, but many struggle due e-learning courses and systems providing various services has
to a lack of engaging teaching materials, leading to low skyrocketed due to the indisputable importance of e-learning
motivation. To address this, the study develops a gamification- in education [2]. This gives us an understanding of the best
based web programming teaching website with peer review practices during unpredictable crises that might compel
features. The research uses the R&D method and the Design educational institutions to transition to e-learning by giving us
Thinking model, which includes five stages: empathy, definition, the viewpoint of e-learning managers. [3] E-learning provides
ideation, prototyping, and testing. The study involves Material various advantages over traditional learning methods, such as
and Media Experts for product validation and students for trials
broader access, flexibility in learning time and location, as
and deployment. The goal of this study's output is instructional
well as cost efficiency. However, despite offering many
media for Web Programming that is useful and accessible to
students at any time and location. By utilizing gamification and benefits, e-learning also introduces new challenges,
peer review, this website is anticipated to boost students' particularly in maintaining student motivation and active
motivation to learn and encourage collaboration amongst peers participation throughout the learning process.
as they work through the material. Results of the feasibility Motivation for learning is a vital factor that affects the
validation process include: (1) media expert validation an efficacy of the educational process. Learning motivation,
88.18% percentage in the good category and (2) material
comprising value, anticipation, and affective components, is
validation an 89.92% percentage in the very good category.
intricately linked to students' learning processes and acts as a
Twenty-five students from class XI RPL SMKN 12 Malang have
implemented media use. (3) A percentage of 84.67% with good
predictor of their performance in educational environments.
criteria was shown by the user trial findings. (4) The student This objective is addressed by the following research
learning motivation test's findings revealed a very high criterion questions. [4]. Encouraging students to engage in learning
percentage of 82.69%. This demonstrates how the use of inside educational institutions is a significant problem for
gamification can increase students' motivation to learn. educators today, and fostering student success in school
Students, material experts, and media specialists have evaluated represents one of the foremost challenges in education. [5].
the viability of the gamification-based learning resources. As a Student motivation frequently drops in e-learning settings due
result, the media is considered practicable and appropriate for to a lack of contact and less interesting materials.
use as a learning support medium in the Web Programming Gamification is one tactic that is needed to address this
courses of Vocational High Schools.. problem since it boosts student motivation and engagement.
Gamification boosts student engagement, motivation, and
Keywords— Web Programing, Gamification, Learning, participation in classroom settings and supports the
Education, Vocational, Peer review collaborative learning process, particularly in distant learning.
[6]. The application of gamification not only helps motivate
I. INTRODUCTION
and increase student satisfaction but can also be used in
A lot of aspects of life, including education, have changed various ways to foster collaboration and achieve learning
significantly since the invention of information and goals. [7]. By integrating e-learning and gamification, the
communication technology. The educational landscape of learning process may be made more fascinating, interactive,
today has changed dramatically as a result of technological and pleasurable, allowing students to learn more successfully
progress during the last 20 years. A revival of educational and efficiently.
technology (ed-tech) has been sparked by revolutionary
developments in information and communications technology Each student at Vocational High Schools (SMK) is
(ICT), especially those related to computers, smartphones, and equipped with specific competences adapted to the needs of
the Internet. [1]. One of the innovations resulting from this the industry. One of the abilities taught is Software
evolution is e-learning, which utilizes technology to support Engineering (RPL), which prepares students to work in fields
the learning process, both in-person and remotely. E-learning such as programming, database processing, and computer
not only maintains the continuity of educational goals and software development. The original purpose of program
student well-being, but it has also evolved into an adaptive and submission/assessment systems was to automate the student
flexible solution to address modern challenges, including program submission and assessment process. Based on
meeting learning needs during crises such as pandemics and observations at SMKN 12 Malang, several challenges have
adhering to social distancing recommendations from the been identified in the learning of the Web Programming
World Health Organization (WHO). As a result of deeper subject, which is part of the Software Engineering (RPL)
integration between technology and education, e-learning is competency. Web programming requires skills that can only
now transforming into an increasingly dynamic learning be mastered through continuous practice. To enhance students'

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 abilities in this area, it is essential to increase the number of learning websites [14]. Because they provide creative ways to
programming practice sessions to effectively strengthen their improve the learning process, educational websites have
understanding and skills. Consequently, hands-on activities grown in importance in today's classrooms. One of the most
are crucial to the learning process. Low student enthusiasm for crucial resources for students to learn and raise their academic
learning, indifference in conventional teaching techniques, achievement is an educational website. Students use websites
and a dearth of creative and engaging teaching resources are a to obtain the information they require, including learning
few of the problems faced. materials, homework assignments, and assessment results
[15]. Thus, educational websites serve as platforms that
The creation of educational materials that make use of provide access to a variety of learning resources, interactive
gamification and come with a website platform is anticipated tools, and collaborative opportunities.
to be a successful response to this problem. Gamification in
education seeks to improve learning outcomes and depth of D. Peer Review Mechanisms
comprehension in addition to grabbing students' interest and Peer review has been demonstrated to improve the
providing them with entertainment. Student involvement is learning process by promoting student collaboration and
one of the ways it may be viewed as a learning strategy that critical thinking when incorporated into a gamification
can be used to increase learning effectiveness for students. [8]. platform. Students can gain many of the same advantages
Students will learn not only through engaging activities but from peer evaluation. However, the amount of documentation
also by providing each other with feedback on their learning required by traditional peer review systems makes them
outcomes through a website platform. This tool is designed to impractical as a teaching strategy [16]. It has been
enhance student engagement in the learning process, promote demonstrated that incorporating peer review into a
cooperation and collaboration, and enable students to learn gamification platform improves learning by promoting
from one another. Moreover, for students with lower academic student participation and critical thinking. Peer review can
performance, integrating gamification into educational offer many of the same benefits to students. However,
technology can help enhance their motivation to learn traditional peer review mechanisms require too much
programming. These students, often called slow learners, paperwork to make them less practical as a classroom strategy.
encounter difficulties grasping the fundamental concepts of This solution can also provide guidance to students.
programming. [9]. Thus, it is envisaged that student learning Theoretical Review
motivation, active engagement in learning, and optimal
learning outcomes will improve. E. Theoretical Review
This study's theoretical frameworks are evaluated and
II. LITERATURE REVIEW synthesized in the Theoretical Review. Constructivism,
A. Challenges in Teaching Web Programming gamification, and Agile approaches come together to provide
Web programming has expanded considerably in recent a strong foundation for creating a useful teaching tool:
decades, propelled by technology innovations and the rising Gamification and Constructivism Synergy: Gamification
need for web-based applications. Web programming is nearly and constructivist learning theory combine to offer a solid
essential in Computer Science or Information Technology basis for involving students in the educational process [17].
programs. [10] Programming is one of the fundamental Playing games allows students to actively create knowledge
concepts of Computer Science [11]. Thus, online learning instead of passively absorbing it, which is especially
systems specifically designed for web programming offer a advantageous when learning difficult concepts like web
programming.
variety of features to suit a variety of learning styles. Teaching
Agile in Educational Innovation: Agile approaches'
web programming brings its own challenges that educators
iterative nature facilitates continual feedback and adaptation,
need to overcome.
which in turn supports the continuous improvement of
B. Fixed Theoretical Basis educational technologies.
Because gamification has the ability to boost student Agile allowed the development team to rapidly prototype,
enthusiasm and engagement, it has garnered a lot of interest test, and adjust the game based on real-time feedback from
when incorporated into educational settings, especially web students and educators, ensuring the game remains effective
programming. Gamification is the application of design in teaching Web Programming concepts.
principles and gaming features in an unpleasant setting [12]. F. Previous Research
Because it has been demonstrated to improve behavior and
With the progression of educational technology, numerous
cognitive processes by boosting user motivation and
research have been undertaken to investigate the efficacy of
engagement through game-like experiences, gamification is
diverse teaching platforms and methodologies in enhancing
becoming more and more popular. By including different
the quality of student learning and competencies. The
game components like stages, advancement, points, and
utilization of game-based learning platforms in information
leaderboards, gamification promotes more interesting and
technology education can markedly enhance student
pleasurable teaching and learning processes [13]. According
motivation and engagement [18]. Gamification components,
to research, adding gamification to online learning settings can
like points, badges, and leaderboards, might enhance students'
greatly boost students' motivation and engagement.
intrinsic drive to study [19].
C. Educational Website In addition, highlighted the importance of live coding
Educational websites serve as platforms that provide integration in programming learning, which can provide
access to a variety of learning resources, interactive tools, and hands-on and interactive learning experiences for students.
collaborative opportunities. The rapid advancement of Their study found that the live coding method improved
communication and information technology in the 21st conceptual understanding and reduced initial programming
century, which is marked by easy internet access and creative errors often made by beginners [20].

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 Overall, confirmed that the combination of gamification the mastery of learning content, particularly in Web
and live coding not only improves technical skills but also Programming disciplines [27].
trains students' critical thinking and problem-solving abilities, 2. Product Trial.
especially in the basic area of web programming [21]. After validation, the product was tested on a group of
G. Research Hypothesis prospective clients, namely SMKN 12 Malang class XI
Software Engineering Expertise Competency (RPL) students
According to the studied literature and theoretical
who were studying web programming. In order to assess the
frameworks, the research hypothesis for this study is
product's efficacy and applicability in the educational setting,
articulated as follows:
Hypothesis 1: There is a positive effect of using a game- the experiment was conducted on a single class of roughly 25
based learning platform integrated with live coding on students.
improving the quality of learning in basic web programming B. Data Collection Methods
for vocational students. Quantitative and qualitative methodologies were
Hypothesis 2: The use of the platform significantly implemented to accumulate data [28]. Quantitative data in the
improves students' skills in understanding and applying basic form of numerical values was obtained from the test subjects
web programming concepts. through the use of a questionnaire. In the interim, qualitative
Hypothesis 3: High student motivation in using the game- data, which encompasses ideas, complaints, and comments,
based learning platform is associated with increased as well as the outcomes of interviews with media and material
engagement and learning outcomes in web programming. specialists, offer comprehensive information regarding the
product's functionality [29].
III. METHODOLOGY C. Data Analysis.
Design Thinking is a strategic strategy that seeks to Quantitative data from questionnaire responses were
intimately understand user wants and challenges while examined using statistical methods to assess product
recognizing potential for innovation in the creation of efficacy and validity [30]. This analysis is intended to
relevant and focused applications [22]. This process consists provide an objective picture of the product's success rate in
of five major stages designed to ensure that the finished addressing user needs and increasing student learning
solution meets the needs and expectations of users. experiences [31].
1. Empathize
The importance of acquiring a comprehensive TABLE I. DATA COLLECTION INSTRUMENTS
understanding of the challenges that consumers face is Scoring
underscored by this initial stage [23]. By examining the user Variable Method Data Type
Scale
experience, comprehending the primary challenges Needs Analysis Interview Qualitative Qualitative
encountered, and directly experiencing their perspective, this
sympathetic approach is realized. Media Expert Questionnaire. Interval Quantitative &
2. Define. Validation. Qualitative
In this stage, the preceding stage's observations are Material Expert Questionnaire. Interval Quantitative &
combined to determine the essence of the problem from a Validation. Qualitative
human-centered perspective [24]. This defining step not only System Questionnaire Dichotomous Quantitative &
defines the main problem, but it also describes the features Functionality Qualitative
and functions that consumers require. This knowledge serves Validation
as the foundation for creating a system that responds to user Achievement Questionnaire Interval Quantitative &
Goals Qualitative
needs. Questionnaire
3. Ideate Validation
The ideation phase is when many potential solutions are User Test Questionnaire Interval Quantitative
considered. Brainstorming generates a variety of ideas as
solutions to previously defined problems [25]. This stage Learning Questionnaire Interval Quantitative
supports the investigation of numerous alternative Interest Test
perspectives and methodologies to identify the most The data processing results will be compared to the criteria
inventive and effective system development solution. for media and material feasibility, as illustrated in the table
4. Prototype. below. To ascertain the validation of functionality using the
Once the ideas and designs are developed, the following criteria outlined below. Then, the criteria for motivation level
step is to turn them into a prototype [26]. This prototype is an are compared to the processed data on learning motivation.
early version of the program or product that lets consumers
to interact directly, provide feedback, and suggest areas for = 100%
further improvement.
5. Test Description :
At this point, the product is put through two critical tests: V = Validation Percentage
implementation and validation. TS = Total score (total score that achieved)
A. Implementation and Testing. CS = Criterium Score
1. Product Validation After the learning media validation calculations have
The product was validated by media and material been completed, the subsequent phase involves revising the
experts. Media validators are specialists in the construction product in development. Reference is made to the media
of learning media, whereas material validators are experts in

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 validation criteria in Table II when discussing product Based on the problem analysis, the major goal of this
revision. study is to provide website-based interactive learning media
with gamification content for Web Programming disciplines.
TABLE II. MEDIA FEASIBILITY CRITERIA
This development aims to increase vocational students'
Percentage (%) Feasibility Level learning motivation, provide students with access to learning
90% -100% Very Good. materials at any time and from any location, and include a
75% - 89% Good.
peer review feature that allows students to provide
65% - 74% Average
55% - 64% Bad. constructive feedback on each other's work, thereby
0% - 54% Very Bad. increasing student interaction and collaboration.
B. Define.
The formula below is employed in the data analysis 1) Determination of problem-solving techniques
approach used to calculate the average value of students The chosen strategy for overcoming the stated difficulties is
learning motivation [32]: to create web-based learning material with heavy
∑ gamification aspects and peer review features. This material
̅=
is intended to help the learning process and may be accessible
Description : at any time and from any location, with the goal of increasing
̅ = Average Value students' learning motivation by including engaging and
∑ = Total Score motivating game dynamics.
= The Number of Subjects 2) Analysis Stage Evaluation
The final evaluation at the analysis stage is carried out
TABLE III. CATEGORIES OF STUDENT LEARNING MOTIVATION in partnership with researchers, supervisors, and teachers of
BENCHMARKS Web Programming disciplines. This evaluation focused on
Percentage (%) Description the creation of learning material that addressed the issues
81 - 100 Very high motivation raised during observations and interviews. Because the
61 – 80 High motivation learning medium developed is website-based, it is adaptable
41 – 60 Enough motivation
to both integrated and independent learning scenarios.
21 – 40 Low motivation
0 – 20 Very low motivation Furthermore, it includes gamification aspects designed to
After the results of calculating the average value of student boost students learning motivation by making the learning
learning motivation are obtained, the results of drawing experience more dynamic and engaging. The peer review tool
conclusions are adjusted to the categories referred to in Table has also been included to promote student interaction by
III. allowing them to give and receive constructive criticism,
which is intended to improve the quality of learning results.
IV. RESULTS AND DISCUSSION
C. Ideate
A. Empathize At the ideation stage, development begins with the
1) Learning Analysis. production of a Use Case Diagram, which is a tool for
At this stage, data collecting takes a more in-depth visualizing the interaction between users (students) and the
approach, including structured and semi-structured software system under development. This figure describes
interviews to thoroughly investigate challenges and user the system's functioning from the user's perspective and
demands. Interviews were held with teachers of Web depicts how students engage with accessible features, such as
Programming subjects at SMKN 12 Malang, with the goal of gamification and peer review aspects, in a variety of learning
gaining a thorough understanding of the existing learning scenarios.
process, the effectiveness of the learning media employed,
and the level of learning objective achievement. Furthermore,
interviews with various students who have completed Web
Programming courses were conducted to acquire a broader
perspective on the hurdles encountered from the students'
perspective, as well as to investigate their expectations for
increasing the quality of the Web Programming learning
process.
2) Problem Analysis.
The results of the learning analysis revealed several
significant problems, including: (1) students' low interest in
learning using conventional media such as PowerPoint and
Google Classroom; (2) students' learning motivation tends to
decrease when faced with less interactive learning media; (3)
students frequently have difficulty understanding the material Fig. 1. Use Case Diagram
because the teaching materials presented are not interesting D. Prototype
enough and do not motivate them to learn independently. The prototypes developed cover two forms of media:
3) Needs Analysis. gamification-based websites and instructional games. The
goal of creating this website is to provide students with a

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 learning resource that will help them understand theory and Base on Table V material validation result get
practice Object-Oriented Programming disciplines. This percentage Average results 89.92 percent and categorized as
website was built utilizing the Code Igniter framework and good.
Visual Studio Code text editor software, with picture and
design elements made in Adobe Illustrator. The integrated TABLE VI. DATA OF USER TEST
peer review function enables students to correct and provide Media Validation
comments to one another, making the learning process more Aspects Score Max Percentage(%) Level
collaborative and geared toward enhancing the quality of Material 294 345 85.93. Good
learning outcomes. Learning Design 487 575 85.52. Good
Learning Media 669 805 83.98. Good
and
Communication
Implement 474 575 83.26. Good
ability and User
Response
Percentage 84,67. Good
Base on Table VI user test get percentage Average
results 84.67 percent and categorized as good.

TABLE VII. DATA OF LEARNING MOTIVATION

Media Validation
Aspects Score Max Percentage(%) Level
Fig. 2. Dashboard
Attention 558 690 80.72. Very
In Figure 2, the dashboard page displays the features Good
of the website. Relevance 379 460 82.17. Very
E. Test Good
To evaluate the usefulness of the produced learning Confidence 646 805 80.12. Good
Satisfaction 290 345 83.77. Good
materials, a number of experts in connected fields carry out a
Percentage 82,69. Good
number of validation procedures. A professional
Base on Table VII learning motivation get percentage
programmer, academics studying informatics engineering,
Average results 82.69 percent and categorized as good.
and Web programming instructors from SMKN 12 Malang
participated in this validation. Research subjects, specifically F. Future Research
students in class XI RPL at SMKN 12 Malang, were used to Some ideas for further research could be derived from the
evaluate the learning medium after it had been verified and study on the creation of gamification-based learning platforms
improved with expert input. An overview of the learning for web programming, which includes:
media's efficacy and user satisfaction is produced by the data 1. Creation of New Features: Future studies can look into
produced by this validation and testing process. There is the creating new features for the platform, like integrating data
result analysis tools to monitor student progress in real time and give
more individualized feedback.
TABLE IV. DATA OF MEDIA VALIDATION 2. Long-term Studies: To assess how utilizing this website
affects students' learning outcomes over an extended length of
Media Validation
time and how their motivation to learn changes over time,
Aspects Score Max Percentage(%) Level
Attractiveness 56 60 94.67. Very
conduct a long-term study.
Good. 3. Impact of Demographic Factors: Examine the ways in
Clarity 81 90 90.22. Very which demographic factors (such as age, gender, and
Good. educational background) influence how well this platform
Efficiency. 75 90 83.56. Good. works to increase student motivation and academic
Accuracy. 61 75 82.00. Good. performance.
Stimulation. 54 60 91.33. Very 4. Implementation in Different Educational Contexts:
Good. Examining whether the same outcomes can be obtained in
Novelty. 65 75 87.33. Good. different settings by implementing this website in different
Percentage 88,18. Good. educational contexts, such as other high schools or institutions
Base on Table IV media validation get percentage of higher learning.
average results 88.18 percent and categorized as good. 5. Integration of New Technologies: Examining how new
technologies, including chatbots and artificial intelligence
TABLE V. DATA OF MATERIAL VALIDATION (AI), might be included into the platform to improve student
Media Validation interaction and the learning process.
Aspects Score Max Percentage (%) Level
Content 55 60 93.00. Very V. CONCLUSION
Good Creating and testing a gamification-based online
Language 40 45 91.33. Very programming education website showed potential for
Good
Presentation 78 90 86.89. Good
improving student motivation and engagement. Design
Evaluation 93 105 88.48. Good. Thinking enabled the integration of gamification and peer
Percentage 89,92. Good.

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