# Influence of Gamification on the Commitment of the Students of a Programming Course: A Case Study
## 3 Results
### Questionnaire Results  
In this subsection, the survey data are analyzed with the aim of elucidating student commitment, perceptions, usability, effectiveness, and satisfaction with the gamification tool in the programming course. The students were asked to indicate their degree of agreement regarding the following statements:  
* The tool is easy to use. * I found the tests to be very useful. * I find the points and achievements system to be appropriate. * Using the tool has been a positive experience. * I felt happy when I earned points. * I felt satisfaction when the code passed the tests. * I would like similar tools to be used in other subjects. * I did not like that my results were public and could be compared to the rest of the students. Figures 1-8 quantify the students' levels of agreement or disagreement with a range of statements pertinent to these aspects. In Figure 1, the ease of use of the gamification tool is evaluated. It is observed that a majority of respondents (56.64%) completely agree that it was easy to use. Additionally, 34.51% agreed with this statement. A smaller percentage (7.07%) maintained a neutral stance. Conversely, both the disagree and completely disagree categories were minimal, each with 0.89%. Regarding Figure 2, which focuses on the utility of unit tests within the gamified exercises, a significant majority of students found them to be valuable. Specifically, 34.51% of the respondents completely agreed that the tests were very useful, and a further 54.81% concurred with this sentiment. It should be noted that these unit tests include both standard and concealed versions, with the concealed tests not revealing the input and expected output to the learners. Figure 1: Perceived ease of using the gamification tool among respondents. Figure 2: Students’ validation of unit tests within the gamified context. In Figure 3, the appropriateness of the points and achievements system implemented in the gamification tool is assessed. A total of 79.65% of the students, comprised of 44.25% who completely agreed and 35.40% who agreed, found the system to be suitable for the course context. Notably, 16.81% of the participants remained neutral on this subject, while both the disagree and completely disagree categories each accounted for 1.77% of the responses. Assessing the overall experience with the gamification tool, as depicted in Figure 4, a substantial majority of students reported positive feedback. Cumulatively, 59.29% completely agreed and 36.28% agreed, which results in 95.57% of respondents indicating that using the tool had a beneficial experience. Examining the emotions associated with earning points, as highlighted in Figure 5, an overwhelming combined total of 85.94% of the respondents conveyed feelings of happiness. Delving deeper into these data, 42.48% of the students completely agreed and an additional 43.36% agreed with the sentiment of joy upon earning points in the gamified tool. This underscores the motivating power of the points system in gamification to foster positive emotions among participants. Figure 4: General satisfaction levels with the gamification experience. Figure 3: Feedback on the appropriateness of the points and achievements system. Delving into the feelings of accomplishment when code successfully passed the tests, as shown in Figure 6, a combined total of 97.34% of the respondents expressed satisfaction. Specifically, 71.68% of the students completely agreed, while an additional 25.66% agreed with this sentiment. This illustrates the significant impact that successful test completion, both standard and concealed, had on student satisfaction within the gamified context. Regarding Figure 7, which explores the students' inclination towards the adoption of similar gamified tools in other subjects, an impressive consensus emerges. Specifically, a significant 73.45% of respondents completely agreed with the statement, and an additional 23.90% also agreed.