Game-Driven Pedagogical Framework: Enhancing Student Engagement, Enjoyment, and Motivation in Programming Education

Abstract

Teaching programming control structures is a core but continually difficult component of computer science education since traditional lecture-based instructional approaches often cannot maintain student engagement or correct current problematic assumptions. However, despite the promising potential that game-based learning presents, the published applications are heavily based on superficial rewards (e.g., points, badges) and rarely address common misconceptions related to programming control structures. This paper proposes a theory-based teaching framework, Game-Driven Pedagogical Framework (GDPF), which is a synthesis of Self-Determination Theory, Cognitive Load Theory and Constructivist Learning Theory in a four-layer architecture. A mixed-method assessment involving sixty undergraduate students showed that GDPF positively influenced students' engagement, enjoyment, and motivation, with engagement emerging as the strongest contributor to positive learning perceptions. Qualitative findings also showed enhanced conceptual understanding and increased confidence in solving programming problems. Such results make GDPF a reproducible, pedagogically founded alternative to conventional lecture-based approaches, which can provide practical recommendations on integrating the idea of a game-based approach into the teaching of programming.