2026 ASEE Annual Conference & Exposition

This pilot study assesses the effectiveness of gamification as an active learning strategy within an undergraduate sophomore-level Computer Organization and Architecture course in India. Active learning and gamification in CS are relatively new concepts in India, with a huge dearth of relevant published literature. Our pioneering work through this pilot study examines the impact of an adaptive gamified car racing platform, implemented through Blooket (https://id.blooket.com/), in fostering key cognitive skills such as problem-solving, spatial awareness, interaction, and engagement among computer science engineering students.
The intervention followed a flipped-classroom approach, where students completed preparatory readings and quizzes before engaging with the gamified learning Assessment. Participants then engaged with a custom-designed car racing game featuring embedded educational challenges related to fundamental computing topics, requiring students to apply problem-solving skills in real-time within the game. Unlike traditional lecture-based approaches, our game utilized incremental and adaptive progress mechanisms to keep students engaged, focused and interested in the topic they were learning.
To evaluate effectiveness, we collected data through student feedback, knowledge retention assessments, game analytics, and surveys on engagement and perception. Our assessment questions were carefully crafted based on scholarly question formation guidelines borrowed from Peer Instruction, another well-known active learning pedagogy. We incorporated sentiment and cognitive analysis using Google Colab. Using our findings from those metrics, the study aimed to evaluate both the emotional and intellectual impact of gamification, specifically students’ learning effectiveness, interest levels, and behavioural preferences, within the course framework.
Educator insights were also gathered to assess the feasibility of gamification in computer science curricula. Quantitative analysis measured cognitive skill improvements and engagement, while qualitative data provided insights into perceived effectiveness and student experience.
Our results show that most students exhibited cognitive gains, particularly in problem-solving and engagement. A strong correlation was observed between active participation in the gamified platform and improved quiz and exam scores, indicating enhanced retention and application of concepts. Educator feedback reinforced gamification’s potential as an effective teaching and engagement strategy for technical subjects. While the study yielded promising outcomes, certain limitations exist, which could be mitigated in future iterations of the study. Future research with longitudinal studies and diverse populations could further validate these findings. This innovative and novel study contributes to active learning research for CS in India, providing a framework for integrating gamification into computer science education in both traditional and virtual settings.