# The Use of Educational Games in Programming Assignments: SQL Island as a Case Study
## 2 Related Work  
### Game-Based Learning of SQL  
In this section, a literature review of studies on applying game-based learning (GBL) of SQL is presented. As [PERSON] and [PERSON] [15] also note in their study, relevant work is limited. Actually, we were able to find just three studies that investigate the use of games in teaching and learning SQL [9; 10; 11] and two studies that investigate the use of gamification in web-based systems for practicing SQL [15; 16]. Finally, a few studies on database design were also found. The main results of the studies on games and gamified systems of SQL are briefly presented. [PERSON] et al. [9] investigated the learning effectiveness of three different versions of a 3D role-playing game (RFG) used in higher education for learning SQL. The three versions of the game consisted of: a non-adaptive version; a customized version based on students' learning styles as recorded in a questionnaire proposed by [PERSON]; a dynamically adaptive version of the game based on students' interactions during gameplay. The study included 120 higher education students and concluded that students that utilized the game for learning SQL, irrespectively of the version, achieved better learning outcomes in comparison with students that used a textbook for the same purpose. Moreover, students that used the adaptive version of the game managed to complete the assigned tasks in less time in comparison with the students that used the other two versions of the game. In another study, [PERSON] et al. [10] studied the fluctuation of learning styles while playing a 3D role-playing game on SQL. This study utilized two distinct versions of the game: a non-adaptive version; and a dynamically adaptive version of the game based on students' interactions during gameplay. The study included 60 students and concluded that: the learning style recorded based on a learning style questionnaire is not always the same as the one recorded based on students' interactions in the game; in the case of learning style fluctuation, a strong correlation with the mistakes committed by the students was recorded. [PERSON] and [PERSON] [11] carried out a pilot study with 39 undergraduate students that used an adaptive online learning system that was designed so as to match students' learning styles and preferred digital media types. The SQL content was delivered to students through the online learning system utilizing three different types of digital media, namely Computer Assisted Instruction (CAI), Web-based Learning (WBL), and Digital Game-based Learning (DGBL). Out of the 39 students, 20 utilized DGBL for learning SQL. The study showed that students perceived the proposed system positively, found it easy to use, and believed that it could improve the learning process. The aforementioned studies on using games for learning SQL were the only ones that we were able to find. The search for studies on utilizing gamification techniques as well for teaching and learning SQL revealed just two more studies with undergraduate students attending database courses [15; 16]. [PERSON] and [PERSON] [15] carried out a quasi-experimental study with a group of 65 students that used a gamified version and a group of 74 students that used a non-gamified version of a web-based system for practicing SQL called QueryCompetition. The gamified version of QueryCompetition incorporated elements such as points and leaderboards. The results of the study showed a statistically significant improvement in performance for the group that used the gamified version of QueryCompetition, as well as higher motivation. [PERSON] et al. [16] studied the effects of adding game elements in the form of badges in an intelligent tutoring system called SQL-Tutor. The 77 students that participated in the study were divided into two groups, with one of them using the gamified and the other the non-gamified version. The results of the study showed no difference in terms of learning outcomes between the two groups of students.