Learning to program in C++ poses significant 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. The system’s primary features include user management, learning materials,

Introductory programming courses are fundamental to science, technology, engineering, and mathematics

(STEM) education, equipping students with fundamental computational thinking and problem-solving abilities.

This programming courses, often taught using Python, C, or C++ during the first year of undergraduate studies.

However, many students, particularly beginners, have considerable challenges in mastering syntax, debugging

errors, and constructing logical algorithms (Sobral, 2021; Lovrenčić, 2023). Among these, algorithm design

emerges as the most persistent obstacle, while advanced concepts such as pointers and file handling further

compound difficulties—even for those with prior programming exposure (Islam, 2019).

Gamification has emerged as a promising tool to enhance engagement and mitigate learning barriers in

programming education. By integrating elements like instant feedback, progress tracking, and interactive

problem-solving, instructors can foster motivation and reduce the frustration associated with abstract concepts.

teaching C++ programming are particularly pronounced. The C++ programming course employs a hybrid

model combining two-hour in-person laboratory sessions with two-hour online lectures, yet it continues to

report one of the highest failure rates among programming courses. Lecturers attribute this to the inherent

reinforces these observations, revealing that students at UiTM achieve better comprehension through

individualized learning methods. For instance, personalized practice on functions and data structures has

proven effective in reinforcing foundational skills, suggesting that adaptability in teaching strategies could

alleviate recurring difficulties. Additionally, Alghamdi (2025) reports that students often struggle with three

core areas: grasping fundamental programming principles, translating problem-solving logic into syntactically

correct code, and identifying errors during debugging. These challenges are exacerbated by the rapid pace of

designed to instill foundational skills in coding and computational logic. Despite its essential role, many

students struggle to achieve high grades, as evidenced by recent performance data. A survey of CDCS266

students revealed that only 18 out of 22 participants earned grades between A+ and B+, while four scored

below B+. This disparity underscores systemic challenges in course delivery, which students attribute to three

primary obstacles: disengagement in traditional teaching methods, insufficient adaptive feedback, and

difficulties in mastering abstract programming concepts.

The first challenge stems from low engagement in conventional pedagogical approaches. The course employs a

hybrid model combining online lectures and physical laboratory sessions, yet students report that static

resources—such as e-books, lecture notes, and pre-recorded videos—fail to foster active learning. According

Cheah (2020), textbook-driven methodologies are ill-suited for teaching dynamic subjects like programming.

Immediate Feedback (AIF) tools, which enable learners to iteratively refine their work based on targeted

insights. In his study, AIF not only improved task completion rates but also boosted confidence, with

participants praising its role in clarifying errors and motivating progress. Such findings contrast sharply with

structures or memory management.

Finally, the abstract nature of C++ programming poses a significant challenge for beginners. The language’s

evolving complexity, as noted by Cyganek (2022), demands strong logical reasoning and familiarity with

modern features such as templates or object-oriented principles—skills often absent in novices. Students with

limited coding experience report feeling overwhelmed by the leap from theoretical concepts to practical

application, particularly when tasked with debugging or designing algorithms. This cognitive gap highlights

2. To develop interactive C++ teaching and learning platform.

3. To enhance student engagement and motivation in learning C++.

The key features of Code Quest are:

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-

lists, and modular tutorials that adapt to diverse skill levels.

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.

for completing milestones. A leaderboard fosters healthy competition among students, and a planetary

progression metaphor provides a visual representation of their learning journey. This system transforms

the often-frustrating process of learning to code into an interactive and rewarding game.

iterative and agile process. This methodology allowed for continuous refinement based on user feedback. The

development process was structured into three phases:

literature review to identify the core challenges in C++ programming education. We conducted an online

survey and interview s with students and lecturers at FSKM to gather specific requirements. An analysis of

existing platforms like Sololearn and Codecademy helped to define key functionalities. The collected

requirements were modeled in a use case diagram using StarUML to outline the system’s core features.

prototyping:

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.

The preliminary findings from CodeQuest highlight the significant impact of gamification on student

engagement and motivation in C++ education. The real-time leaderboard and interactive progress map have

been shown to encourage active participation, leading to a deeper understanding of programming concepts.

The platform's interactive nature allows students to learn at their own pace and caters to diverse learning styles,

a critical element in programming education. The embedded immediate feedback mechanisms also represent a

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

The authors wish to thank Dr Shakirah Hashim and the students of CDCS266 program for their invaluable

contributions to this project.