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The Development of Game-Based Learning System to Enhance C++
Programming Education
Nur Aina Liana Kamarulnazri, *Nor Shahida Mohamad Yusop
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Shah Alam Selangor
*Corresponding author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.922ILEIID0028
Received: 22 September 2025; Accepted: 30 September 2025; Published: 22 October 2025
ABSTRACT
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.
Keywords: game-based learning, C++ programming, rapid application development
INTRODUCTION
Introductory programming courses are a fundamental component of the science, technology, engineering, and
mathematics (STEM) curriculum in higher education, providing students with their first exposure to
computational thinking and programming languages (Sobral, 2021). While languages such as Python and C++
are commonly taught to first-year undergraduates, a significant number of students encounter persistent
difficulties that impede their progress and mastery of the subject (Islam, 2019). The challenges are particularly
pronounced in C++, where students report having difficulty in understanding syntax, debugging code, and,
most critically, developing algorithms to solve problems. Moreover, advanced concepts like pointers and file
handling present additional challenges, even for individuals with prior programming experience.
The Faculty of Computer and Mathematical Sciences (FSKM) at UiTM has observed that its mandatory
Programming II (CSC404) course, which uses a hybrid teaching model of online lectures and in-person
laboratory sessions, has one of the highest failure rates among all programming courses offered. Performance
data from a student survey further highlights a systemic issue, with a notable disparity in grades that
emphasizes the challenges inherent in the course's current delivery methods (Suhaimi, 2024). Alghamdi (2025)
identifies three primary challenges that contribute to student underperformance: disengagement from
traditional teaching, a lack of adaptive feedback, and the difficulty of mastering abstract concepts.
The first challenge arises from the disengaging nature of conventional pedagogical approaches. The current
hybrid model, while leveraging technology, relies on static resources such as e-books and pre-recorded videos
that fail to foster active and immersive learning. Cheah (2020) indicates that textbook-driven methodologies
are often not well-suited for the dynamic, hands-on nature of programming. The passive consumption of these
materials can result in students being unprepared to independently address coding problems, which can result
in frustration and detachment from the learning objectives.
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Secondly, the existing framework suffers from an absence of adaptive feedback mechanisms. Traditional
classroom settings lack the systems to provide real-time, personalized guidance during coding exercises.
Research has demonstrated that Adaptive Immediate Feedback (AIF) tools are transformative, enabling
learners to iteratively refine their work based on targeted insights, thereby improving task completion rates and
boosting confidence (Marwan, 2022). The delayed or generic feedback prevalent in the current course delivery
hinders the mastery of complex topics and contrasts sharply with the potential of AIF to clarify errors and
motivate continuous progress.
Finally, the abstract nature of C++ presents a significant cognitive gap for beginners. As a language with
evolving complexity, C++ demands strong logical reasoning and familiarity with advanced features that are
often beyond the grasp of novices. Students with limited coding experience report feeling overwhelmed by the
transition from theoretical concepts to practical application, particularly when faced with debugging or
algorithmic design tasks (Cyganek, 2022). This highlights a pressing need for a pedagogical strategy that
bridges this cognitive gap with interventions such as visual aids and scaffolded problem-solving exercises.
In recent years, information technology (IT) has markedly improved programming education through multiple
dimensions. Digital tools for interactive accessibility and engagement have increased knowledge retention
rates in programming courses (Alshammari, 2024; Alghamdi, 2025). According to Asgari (2024), mobile
learning tools have facilitated 85% of programming students to effectively visualize abstract programming
concepts using simulations and visual debugging interfaces. In a different study, Tsai (2023) found that online
peer-facilitated learning models enhance the programming skill development by 31% when compared to solo
learning. This improvement is measurable in the areas of code optimization capabilities and problem-solving
strategies. Additionally, by incorporating gamification elements into teaching and learning programming
courses, students can be actively engaged in their learning.
While information technology has improved programming education by increasing knowledge retention and
enhancing the visualization of abstract concepts through digital tools and mobile learning, there remains a
specific need for a targeted, localized, and engaging system to address the challenges at FSKM. The project
was thus initiated with three core objectives: to design an intuitive dashboard for educators to track student
performance, to develop an interactive C++ teaching and learning platform, and to enhance student
engagement and motivation. By addressing these objectives, the CodeQuest system seeks to transform the
educational experience and improve student outcomes.
LITERATURE REVIEW
Challenges in Programming Course
The programming course in computer science education is often reported to have high failure and dropout rates
(Cheah, 2020). This problem remains prevalent despite the large number of learning tools, as effective
programming education requires a continuous, multi-faceted approach that exceeds traditional methods. One of
the primary contributing factors to these difficulties is the ineffectiveness of conventional teaching methods,
such as lectures, slide presentations, and paper-based books, which are ill-equipped to handle the dynamic
nature of programming (Hainey & Baxter, 2024).
In addition to methodological challenges, students often struggle with the fundamental understanding of the
course content. Studies have revealed that a significant percentage of students have only a low to medium
grasp of programming logic and concepts, finding it particularly difficult to master syntax, semantics, and
reasoning procedures. The inability to comprehend fundamental concepts, write problem-solving code, and
identify errors has been identified as a key challenge faced by students. In 2023, Lovrencic and Sekovanic
conducted research on students’ understanding of the logic programming course. The biggest challenge is
mastering the Prolog such as syntax, semantics and reasoning procedure (Bosse & Gerosa, 2017; Islam, 2019;
Savage & Piwek, 2020; Lovrencic & Sekovanic, 2023). Moreover, student attitude and a lack of motivation
are critical challenges, as many students exhibit minimal effort and a negative perspective toward
programming, a factor that profoundly impacts their learning outcomes (Kadar et al., 2022). For instance, Liu,
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Shaikh and Gazizova (2020) reported that 80.23% of students who participated in their research studied with
their own motivation for at least two hours while 6.98% spent less than an hour for classes.
Game-based Learning (GBL)
Game-Based Learning (GBL) is a pedagogical approach that uses full-fledged video games to teach specific
skills or deliver learning objectives (Dimitra, Konstantinos, Christina & Katerina, 2020). It is distinct from
gamification, which is the application of game-design elements and principles in non-game contexts to
increase user engagement and motivation. While gamification focuses on external motivators like leaderboards
and rewards to encourage the completion of tasks, GBL provides educational value through an actual game,
thereby enhancing the learning experience and imparting knowledge (Findlay, 2016).
GBL has been shown to facilitate learning on cognitive, emotional, and social-cultural levels, providing an
experience that is far more interactive and engaging than traditional media (Dimitra et al., 2020). Research into
this field has identified various types of game-based learning, including memory games, simulation games,
quizzes, puzzles, and strategy games, each contributing to different aspects of skill development such as
critical thinking, decision-making, and memory. Incorporating games into the learning process has been shown
to improve learning effectiveness and induce higher levels of student motivation (Chang, Chin & Hsieh, 2019;
Plass, 2015).
Gamification in Education
Gamification in education has emerged as a prevalent strategy to augment student engagement. According to
Mikrouli, Tzafilkou & Protogeros, (2024), there are seven types of game-based learning which are memory
games, simulation games, interactives, quiz games, puzzles, strategy games and reality testing games. Memory
games are particularly useful in improving and maintaining memory abilities as they offer opportunities to
strengthen memory skills. Simulation games will present users with various scenarios that stimulate real-life
situations. Students can learn and practice key concepts, procedures and decision-making skills in an
interactive way. Interactive games is a popular gaming website which offers a wide range for students. It
involves active participation such as answering questions, making decisions or solving puzzles.
Another type of game-based learning is quiz, it is a game that is quite effective tools that can facilitate
educational tools in various ways of process. Puzzles provide opportunities to learn and mental exercise. It
helps develop critical thinking and problem-solving skills. Besides, strategy games are the same as puzzle, it
helps to develop critical thinking problem solving and decision-making skills. Lastly, reality testing games
provide a unique and immersive learning experience to engage students more. Areas of application of VR
games can vary design, second language, and chemistry to cultural studies and medicine.
METHODOLOGY
The CodeQuest was developed following Rapid Application Development (RAD), which emphasizes an
iterative and agile process. This methodology allowed continuous refinement based on user feedback. The
development process was structured into three phases:
Phase 1: Preliminary Investigation and Requirement Analysis – This phase began with a comprehensive
literature review to identify the core challenges in C++ programming education. All the articles reviewed by
ACM, IEEE and ScienceDirect provide more relevant and accurate information. The researcher conducted an
online survey and interview with students and lecturers at FSKM to gather specific requirements. An analysis
of existing platforms like Sololearn and Codecademy helped to define key functionalities. By benchmarking
these existing platforms, the researcher was able to gather initial requirements that are relevant and potentially
applicable to the game-based learning by using requirement mapping technique. Each of the features from
similar system and applications has been mapped with Requirement ID. This approach not only helped to
develop the prototype but also ensured that the initial requirements were grounded in real-world practices and
user expectations. The collected requirements were modeled in a use case diagram using StarUML to outline
the system’s core features.
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Phase 2: Iterative Prototyping and Testing – This phase involved three cycles of user-centered design and
prototyping:
Iteration 1: A mid-fidelity prototype was created using PowerPoint to visualize the student and lecturer
interfaces. Feedback from initial interviews was used to refine the user experience.
Iteration 2: Adaptive features were integrated, and the system’s domain class diagram was finalized. The
prototype was refined based on a second round of feedback.
Iteration3: The system transitioned to a full-scale development using Laravel and was coded in Visual
Studio Code. This final prototype was evaluated through user testing to validate its usability and
effectiveness.
Phase 3: Refinement and Development – User feedback from the testing phases was systematically
incorporated to enhance interactivity, specifically by refining gamification elements and finalizing the database
structure. The completed system was deployed via Nixpacks, ensuring accessibility for all users.
RESULTS AND DISCUSSION
Initial Requirements
The development of CodeQuest, an online C++ programming learning system, began with a comprehensive
analysis of existing platforms such as Sololearn, Mimo, Codecademy, and Ozaria. This review led to the
identification of initial requirements for the system as shown in Figure 1. The initial use cases for CodeQuest
encompass essential functionalities such as login, signup, user profile management, viewing learning materials,
answering exercises, managing exercises, and accessing student progress reports. There are two users of the
system, student and lecturer. For the student, they can view learning materials and take the exercises.
Lecturers, on the other hand, manage the exercises, view students answer and view student progress reports.
The first version of the mid-fidelity prototype includes 16 designed interfaces, although not all have been fully
developed at this stage. Notably, the User Profile and Answer Exercise interfaces have been implemented with
game features.
Figure 1 Initial use case diagram of CodeQuest
User Feedback and Refinement
Feedback from the first prototype demonstration was gathered from two lecturers, both of whom
acknowledged the clarity and informativeness of the displayed information. During the demonstration, they
provided several enhancement suggestions. Lecturer 1 recommended adding video explanations, flexible
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exercise options, and dual leaderboards, along with specific business rules regarding exercise submissions and
profile visibility. Similarly, Lecturer 2 suggested additional reference materials, download options, and
modifications to the login and signup processes, while also proposing similar business rules. List of business
rules are summarized in Table 1.
Table 1 List of business rules suggested by lecturers
No
Business Rules
1
Once a student submits an exercise, they are not allowed to retake it.
2
Students can only view the overall leaderboard after completing the corresponding exercise.
3
Only lecturers and the respective student can view their profile.
4
Lecturers can only remove a topic or exercise if no student has attempted it yet.
5
Each topic should have multiple exercises.
6
Lecturers should be able to manually mark student’s coding answers.
In response to the lecturers’ feedback, several changes were implemented. Three new use cases were added:
Manage Learning Material, Download Learning Material, and Give Feedback, with the existing View Student
Answer use case being redefined to align with these new requirements. Enhancements were made to the View
User Profile, View Learning Material, Manage Exercise, and View Student Progress Report use cases. The
leaderboard feature was refined to include personal and overall categories, allowing students to access their
personal leaderboard at any time while restricting overall leaderboard access until after exercise completion.
Additionally, the Manage Exercise use case was improved to facilitate more efficient marking of student
answers, and the View Learning Material use case was expanded to include downloadable lecture notes.
Finally, the View Student Progress Report use case was refined to allow reports to be viewed by class, specific
exercises, and topics, ensuring a more tailored experience for both students and lecturers.
Final Development
Based on the feedback from lecturers, the final requirements of CodeQuest are depicted in use case diagram in
Figure 2. From these use cases, key features of CodeQuest are summarized as follow.
Figure 2: Final use case diagram for CodeQuest
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User Management and Dashboards - The system employs role-based architecture to separate dashboards
for students and lecturers. Students can track their progress, view performance analytics, and submit
assignments. Lecturers can monitor class progress through a comprehensive dashboard. This feature
enables them to identify students who may need additional support and provides a data-driven approach to
teaching.
Learning Materials Repository – Lecturers can upload tutorials, code examples, and multimedia content
through an intuitive content management system (CMS), complete with version control to track updates
and maintain consistency. Students gain access to downloadable resources, curated reading lists, and
modular tutorials that adapt to diverse skill levels.
Interactive Coding Exercises - Exercises provide step-by-step guidance, and an integrated compiler offers
real-time syntax checks, error diagnostics, and instant feedback. This adaptive feedback mechanism allows
students to correct errors instantly and reinforces learning through practice. The exercises are self-paced,
allowing students to learn at their own speed.
Student Progress Monitoring – Lecturer can view student progress report by exercise, topic and class.
A domain class diagram was created, as illustrated in Figure 3, featuring 10 tables, each with specific
attributes. The diagram highlights various associations and multiplicities, including one-to-many relationships.
A generalization relationship exists between the users table and the specialized classes for students and
lecturers, indicating that both are extensions of the users table.
Additionally, the diagram shows aggregation relationships between courses and topics, topics and notes, and
topics and exercises, signifying whole-part relationships where the components can exist independently. In
contrast, there are composition relationships between the answers and exercises tables, as well as between
topics and notes. These composition relationships indicate that answers and notes are dependent on their
respective exercises and topics, meaning they cannot exist independently.
Figure 3 Domain Class Diagram
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Figure 4 represents the physical model for databases using MySQL Workbench. The physical model shows the
blueprint of the actual implementation for the database. The physical model extends the domain class diagram
by adding the type of column and the primary keys and foreign keys.
Figure 4 Physical model of database design
For the user interface (UI) design, the UI was designed and implemented using HTML, CSS, Tailwind CSS
and Chart,js. Compared to the earlier mock-ups during mid-fidelity prototype, this system includes a specific
aerospace theme which makes it more gamified UI.
In term of gamification elements, the game design of CodeQuest incorporates several engaging features aimed
at enhancing the learning experience for students. One of the key elements is the Interactive Progress Map,
which visually represents a student's overall learning journey. As shown in Figure 5, an avatar progresses to the
next stage, referred to as a planet on the map, only when the student achieves a certain level of overall
completion. This approach emphasizes cumulative progress rather than individual topic completion, allowing
students to see their advancement in a more holistic manner. The progress map serves as a motivational tool,
encouraging students to complete more exercises to advance their avatars to new stages.
Another significant feature is the Real-time Leaderboard (see Figure 6), which displays the rankings of all
students within the same class for each specific exercise based on their points or achievements in the system.
This leaderboard updates instantly whenever a student earns points, providing immediate feedback on their
current standing relative to their peers. Additionally, it includes a time display that indicates the total time spent
on each exercise. This competitive aspect fosters engagement among students, motivating them to improve
their performance and climb higher in the rankings.
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Lastly, the design incorporates a Game Timer for each exercise, which adds an element of urgency and
challenge. If a student completes an exercise in less than 10 minutes, they are rewarded with double the usual
points. This feature encourages students to solve problems efficiently, rewarding those who demonstrate both
speed and accuracy. However, it is important to note that lecturers cannot manually input marks, as the system
automatically assigns fixed points based on performance. This structured approach to game design not only
enhances the learning experience but also instills a sense of competition and achievement among students (see
Figure 6).
Figure 5 Interactive student dashboard – using avatars to show learning progress
Figure 6 Overall Leaderboard - overall ranking of students within the same class along with their interactive
avatars
Figure 7 Game Timer in Exercise – Double point will be rewarded for student answering questions less than 10
minutes
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The system architecture, as depicted in Figure 8, is constructed using the Laravel framework, which adheres to
the Model-View-Controller (MVC) architectural pattern. This design facilitates a clear separation of concerns,
enhancing the maintainability and scalability of the application. The View Layer serves as the interface
between the user and the system, providing a means for users to interact with the application. This layer is
implemented using PHP, HTML, and Tailwind CSS, which collectively enable the display of information and
the collection of user input. Communication between the user's browser and the internet server occurs through
this layer, allowing for the transmission of requests and the reception of responses.
The Domain Layer plays a critical role in processing the requests received from the View Layer. This layer is
essential within the MVC architecture, as it encompasses the application server, business logic classes, and
response pages, all developed in PHP. Upon receiving a request, the Domain Layer processes it according to
the defined business logic and subsequently sends an appropriate response back to the View Layer using the
designated response pages.
Finally, the Data Access Layer is responsible for managing the storage and retrieval of data from the database.
This layer includes a MariaDB database and a data access class, which facilitate communication between the
database and the Domain Layer. The data access class interacts with the database to input and output data as
required. Additionally, the Model classes within this layer manage the stored data and provide a user interface
for the Controller, enabling it to access and manipulate the data effectively.
Figure 8 CodeQuest system architecture
The proposed game-based learning system introduces an innovative pedagogical framework that distinguishes
it from conventional programming education tools. While existing platforms often rely on passive, formulaic
exercises (e.g., multiple-choice questions or code rearrangement), this CodeQuest mimics human instruction
through structured, adaptive guidance, enabling learners to iteratively build code while deepening
conceptual mastery. A key innovation lies in its real-time API compiler integration, which provides instant
feedback on syntax, logic, and efficiency—transforming static exercises into dynamic problem-solving
experiences. This approach not only replicates instructor-led mentorship but also empowers students to
experiment, debug, and refine solutions autonomously, bridging the gap between theoretical knowledge and
practical application.
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CONCLUSION AND FUTURE RESEARCH RECOMMENDATION
This project reports the development of CodeQuest, a game-based learning system designed for C++ lecturers
and students at the Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA. CodeQuest
addresses the challenges students have in learning programming courses, particularly the difficulties in
understanding abstract concepts and maintaining engagement through traditional teaching methods. The game-
based learning system provides an alternative educational solution by offering a platform for lecturers to
monitor student performance, thereby creating a learning environment that is more interactive and effective.
The completion of this project not only validates the system through user feedback but also establishes a
framework for future educational innovations in programming courses at UiTM.
To establish the implementation of CodeQuest, future research will expand its testing with a more extensive
and varied student demographic to measure actual learning improvements and engagement levels. This
extensive testing is essential to understand the impact of the system across various demographics, especially
given the high failure rates in programming courses (Suhaimi, 2024). Additionally, incorporating quantifiable
results, such as reductions in course failure rates and increases in exercise completion rates, will provide
conclusive evidence of the system's effectiveness in enhancing student performance. These measurements are
important for validating the educational benefits of game-based learning systems, as previous studies have
demonstrated the significance of adaptive feedback in improving student outcomes (Marwan, 2022). Besides
focusing on testing functional features and usability, the security and privacy of students’ data needs to be
considered. Although the current implementation uses role-based access control and encryption to protect
sensitive information and comply with data protection regulations, further penetration testing is needed to
ensure the system is secure and reliable.
Furthermore, the scalability of CodeQuest is also a long-term aspect that needs to be prioritized, particularly in
terms of cloud infrastructure that support monitoring and automated updates that could ensure the system
remains current with educational advancements. Finally, exploring integration with existing Learning
Management Systems (LMS) will facilitate adoption more readily by universities, enhancing user experience
through seamless access to learning materials and progress tracking. By aligning with established educational
frameworks, CodeQuest can better support educators and students, resulting in improved learning outcomes
and engagement in programming courses.
ACKNOWLEDGEMENTS
The authors wish to thank Dr Shakirah Hashim and the students of CDCS266 program for their invaluable
contributions to this project.
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