The Development of Game-Based Learning System to Enhance C++ Programming Education

Learning to program in C++ presents considerable challenges for students, particularly beginners, due to the abstract nature of concepts and lack of engaging, adaptive feedback in traditional educational settings. This paper introduces CodeQuest, a game-based learning system designed to enhance C++ programming education at the Faculty of Computer and Mathematical Sciences (FSKM), Universiti Teknologi MARA (UiTM). The system was developed using the Rapid Application Development (RAD) approach, with requirements gathered from both educators and students. CodeQuest main features include interactive exercises with immediate feedback, progress monitoring dashboards, a learning materials repository, and various gamification elements such as badges and achievements, leaderboards, points and rewards systems. The system aims increase student engagement and provide educators with a data-driven view of student performance, enabling them to offer timely and targeted support.

game-based learning, C++ programming, rapid application development

1. Alghamdi, M. (2025). Dealing with Coding Challenges Through Digital Platforms: Assessing Their Effectiveness in Skill Development. CLEI Electronic Journal, 28(1), 9- 1. [Google Scholar] [Crossref]

2. ALshammari, F. L. (2024). Video-Based Microlearning and the Impact on Programming Skills and Technology Acceptance. Journal of Education and e- Learning Research, 11(1), 155-165. [Google Scholar] [Crossref]

3. Asgari, M., Tsai, F.-C., Mannila, L., Strömbäck, F., & Sadique, K. M. (2024). Students’ perspectives on using digital tools in programming courses. Discover Education, 3(1). https://doi.org/10.1007/s44217-024-00144-4 [Google Scholar] [Crossref]

4. Bosse, Y., & Gerosa, M. A. (2017). Why is programming so difficult to learn? ACM SIGSOFT Software Engineering Notes, 41(6), 1–6. https://doi.org/10.1145/3011286.3011301 [Google Scholar] [Crossref]

5. Chang, Y. C., Chin, K. Y., & Hsieh, H. C. (2019). Development of Digital Game- Based Learning System in Social Curriculums of Primary Schools. Proceedings - 2019 8th International Congress on Advanced Applied Informatics, IIAI-AAI 2019, 1065–1066. https://doi.org/10.1109/IIAI-AAI.2019.00228 [Google Scholar] [Crossref]

6. Cheah, C. S. (2020). Factors contributing to the difficulties in teaching and learning of computer programming: A literature review. Contemporary Educational Technology, 12(2), 1–14. https://doi.org/10.30935/cedtech/8247 [Google Scholar] [Crossref]

7. Cyganek, B. (2022). Modern C++ in the era of new technologies and challenges – why and how to teach modern C++? Proceedings of the 17th Conference on Computer Science and Intelligence Systems, FedCSIS 2022, 35–40. 116 https://doi.org/10.15439/2022F308 [Google Scholar] [Crossref]

8. Dimitra, K., Konstantinos, K., Christina, Z., & Katerina, T. (2020). Types of Game-Based Learning in Education: A brief state of the art and the implementation in Greece. The European Educational Researcher, 3(2), 87–100. https://doi.org/10.31757/euer.324 [Google Scholar] [Crossref]

9. Findlay, J. (2016,). Game-Based Learning vs. Gamification: Do You Know the Difference? Retrieved from Training Industry: https://trainingindustry.com/articles/learningtechnologies/game-based-learning-vs- gamification-do-you-know-the-difference/ [Google Scholar] [Crossref]

10. Hainey, T., & Baxter, G. (2024). A Serious game for programming in higher education. Computers & Education: X Reality, 4, 100061. https://doi.org/10.1016/j.cexr.2024.100061 [Google Scholar] [Crossref]

11. Islam, N., Shafi Sheikh, G., Fatima, R., & Alvi, F. (2019). A Study of Difficulties of Students in Learning Programming. Journal of Education & Social Sciences, 7(2), 38–46. https://doi.org/10.20547/jess0721907203 [Google Scholar] [Crossref]

12. Kadar, R., Mahlan, S. B., Shamsuddin, M., Othman, J., & Wahab, N. A. (2022). Analysis of Factors Contributing to the Difficulties in Learning Computer Programming among Non-Computer Science Students. 2022 12th IEEE Symposium on Computer Applications and Industrial Electronics, ISCAIE 2022, 89–94. https://doi.org/10.1109/ISCAIE54458.2022.9794546 [Google Scholar] [Crossref]

13. Liu, Z. Y., Shaikh, Z. A., & Gazizova, F. (2020). Using the concept of game- based learning in education. International Journal of Emerging Technologies in Learning, 15(14), 53–64. https://doi.org/10.3991/ijet.v15i14.14675 [Google Scholar] [Crossref]

14. Lovrenčić, S., & Sekovanić, V. (n.d.). How Well Students Perceive Their Understanding of Logic Programming Course Content? [Google Scholar] [Crossref]

15. Marwan, S., Akram, B., Barnes, T., & Price, T. W. (2022). Adaptive Immediate Feedback for Block-Based Programming: Design and Evaluation. IEEE Transactions on Learning Technologies, 15(3), 406–420. https://doi.org/10.1109/TLT.2022.3180984 [Google Scholar] [Crossref]

16. Mikrouli, P., Tzafilkou, K., & Protogeros, N. (2024). Applications and Learning Outcomes of Game Based Learning in Education. International Educational Review, 25–54. https://doi.org/10.58693/ier.212 [Google Scholar] [Crossref]

17. Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533 [Google Scholar] [Crossref]

18. Piwek, P., & Savage, S. (2020). Challenges with learning to program and problem solve: An analysis of student online discussions. SIGCSE 2020 - Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 494–499. https://doi.org/10.1145/3328778.3366838 [Google Scholar] [Crossref]

19. Sobral, S. R. (2021). Teaching and learning to program: Umbrella review of introductory programming in higher education. Mathematics, 9(15). https://doi.org/10.3390/math9151737 [Google Scholar] [Crossref]

20. Suhaimi A., Kapi, A., Y., Hasmy, H., Jabal, M., F., A., (2024). SPARK: Simplified Practices, Analogies, and Resources for Knowing C++ Functions. International Jasin Multimedia & Computer Science Invention and Innovation Exhibition. https://ir.uitm.edu.my/id/eprint/94395/1/94395.pdf [Google Scholar] [Crossref]

21. Tsai, C. W., Lin, M. Y. C., Cheng, Y. P., Lee, L. Y., Chyr, W. L., Lin, C. H., ... & Tsai, M. C. (2023). The effects of online peer-facilitated learning and distributed pair programming on students’ learning. Computers & education, 203, 104849. [Google Scholar] [Crossref]

• Evaluating the Impacts of Mind Mapping Strategy on Developing EFL Students’ Critical Reading Skills
• Significance of Reading Instructions for Language Improvement in Children with Down Syndrome
• Prenasalised Consonants in Liangmai
• Metadiscourse Matters: Definitions, Models, and Advantages for ESL/ EFL Writing
• Blank Minds and Stuck Voices: Understanding and Addressing Cognitive Anxiety in High-Stakes ESL Speaking Tests