A conceptual model of an interactive technology-enhanced learning (TEL) with gamification and multimedia for low achievers in introductory programming

This study investigates how gamification and multimedia design principles can be combined within a technology-enhanced learning (TEL) environment to better support low-achieving students in introductory programming courses. Although both elements have been individually explored in past research, limited work has integrated them into a cohesive, interactive model specifically tailored for low achievers in introductory programming. To address this gap, the study pursued three main objectives: (a) to determine the components and elements of a conceptual model for an interactive TEL with gamification and multimedia for low achievers in introductory programming; (b) to construct the conceptual model; and (c) to validate the conceptual model through expert review, demonstration of the model, and an experimental study evaluating its effects on cognitive skills performance, perceived motivation, and perceived usability. Following the Design Science Research (DSR) approach, the research progressed through the stages of awareness of the problem, suggestion, development, evaluation, and conclusion. A comprehensive literature review, preliminary investigations, and consultations with stakeholders contributed to the construction of a conceptual model named iGaMedPro. The model comprises four main components: general design, multimedia design, gamification design, and assessment design, all grounded in established learning theories and instructional design frameworks. Refinement was achieved through Focus Group Discussions (FGD) and expert evaluations and validations. Prototypes were developed guided by the Successive Approximation Model Version 2 (SAM2), resulting in two versions: (i) EPLA-iGaMedPro, featuring the integrated model, and (ii) EPLA-0, without the model integration. An experimental study involving sixty-two first-year Diploma in Computer Science students identified as low achievers demonstrated that the EPLA-iGaMedPro platform significantly outperformed the control group in terms of cognitive skills development, motivation, and usability. Overall, the validated iGaMedPro model and its implementation in the EPLA-iGaMedPro platform offer practical insights for educators, researchers, and instructional designers aiming to enhance programming education through technology-enhanced, interactive learning environments. The findings affirm the practical benefits of integrating gamification and multimedia elements in TEL settings to improve engagement, learning outcomes, and support for low-achieving programming students.