Gage to Engage: Fueling Collaboration

Abstract

Gages, gamified coding challenges, represent a novel pedagogical intervention aimed at actively engaging students in collaborative problem-solving during weekly exercise sessions. The intervention specifically addresses student feedback on passive participation of peers, particularly within Zoom breakout rooms, which was frequently reported as a source of frustration among more engaged learners. In this longitudinal study (2021-2025) of a freshman web development course, course personnel initially implemented gamified exercises to lower the entry barrier and support students in developing confidence in their web development skills. These exercises allowed students to progress at their own pace by providing multiple opportunities to attempt each task, supporting skill development through repetition and self-directed learning. This approach was informed by the principles of self-determination theory (SDT) and growth mindset. Although gamification appeared to be effective in fostering the SDT components of autonomy and competence, it was less successful in cultivating relatedness among students. To address passive behaviors during sessions and to strengthen students' sense of relatedness, the final two years of the five-year study focused on implementing two key changes. First, course personnel enhanced previous gamified exercises into collaborative versions, gages, to foster teamwork and peer interaction. Second, student autonomy in group formation was increased to boost commitment and engagement. Our findings indicate that gages enhance collaboration and promote social interaction among students. Following their introduction, the students reported higher self-reflection scores, likely attributable to the enriched peer engagement and collaborative learning. Furthermore, based on the observed rise in the number of completed final projects, we recommend a flexible approach to group formation for better commitment: allowing students to work individually if preferred, while strategically assigning the remaining students to balanced teams, ideally consisting of three members, for the final assignment. This outcome, however, introduces a tension between promoting autonomy and the initial goal of fostering relatedness.