EVALUATING THE EFFECTIVENESS OF GAMIFICATION IN TEACHING THE "INTRODUCTION TO INFORMATION TECHNOLOGY" COURSE AT THE UNIVERSITY OF INFORMATION TECHNOLOGY

Abstract

In the context of higher education reform driven by digital transformation and competency-based learning, this study evaluates the effectiveness of gamification in teaching the "Introduction to Information Technology" course for first-year students. A quasi-experimental design was employed, comparing an experimental group (n = 60) taught using gamified methods with a control group (n = 60) taught via traditional methods. Data were collected through a 10-question multiple-choice knowledge test and a 15-item Likert-scale survey assessing students’ learning experiences. Statistical analysis using independent t-tests revealed that the experimental group achieved a significantly higher mean test score (8.6) compared to the control group (7.4; p = 0.0072). Additionally, 60% of students in the gamified group scored 9 or above, versus 35% in the control group. Survey results indicated that over 88% of students felt gamified elements increased their motivation, and 83% reported better knowledge retention through game-based activities. This study contributes novel insights by applying gamification to a career orientation course, demonstrating its potential to enhance academic performance, engagement, and positive learning experiences. The findings offer empirical support for gamified learning in higher education and provide practical implications for instructional design, particularly for introductory courses targeting first-year students in the digital era.