Abstract—Computer programming is a course studied in
almost all fields; nevertheless, the survey found that many
students obtain low grades or withdraw from the computer
programming course because the students lack the motivation to
learn. This article proposes the development of a game
application for motivating computer programming learning.
The contents of computer programming lessons are designed in
the game style. In addition, gamification concepts encourage the
students to learn the lessons. This research assesses the student’s
motivation to study the C language program. The sample
consisted of 245 students studying C language. The motivation
assessment questionnaire was divided into seven aspects, namely
1) a Future-oriented person, 2) an Ambitious person, 3) a
Diligent person, 4) a Success-oriented person, 5) a Responsible
person, 6) a Hardworking person, and 7) a Venturesome person.
The evaluation results indicated that the game application
encourages students to learn computer programming. When
considering students’ motivation before and after learning using
the game application, the results revealed that the average
motivation in all seven aspects increased significantly. The
aspect of ambitious person differed significantly at the 0.01 level,
while the aspects of future-oriented, diligent, responsible,
hardworking, and venturesome persons differed significantly at
the 0.05 level.
Index Terms—Game application, computer programming, motivation
N. Keandoungchun is with the School of Information Technology, the King Mongkut's University of Technology Thonburi, Bangkok, Thailand. E-mail: email@example.com (N.K.)
J. Angskun and T. Angskun are with the Institute of Digital Arts and Science, Suranaree University of Technology, Nakhon Ratchasima, Thailand. E-mail: firstname.lastname@example.org (J.A.)
*Correspondence: email@example.com (T.A.)
Cite: Nantapong Keandoungchun, Jitimon Angskun, and Thara Angskun*, "Motivation to Learning Computer Programing Using a Game Application," International Journal of Information and Education Technology vol. 13, no. 11, pp. 1755-1760, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).