Development and Evaluation of Gamification-Based Addressing Promotion System for Teaching Assistants

This study developed a gamification-based address promotion system and analyzed the effects of the proposed system on teaching assistants (TAs). The goal of this study is to develop a system that promotes more TAs to perform active learning support activities like proactive TAs, and to analyze the impact of the system on TAs. The proposed system is based on the game balance concept, with the first stage aimed at enabling TAs to gain experience in proactively addressing students. In the second stage, the TAs are required to perform learning support activities more proactively. Prior to introducing the proposed system for comparison, we observed the behavior of conventional TAs in a first-year programming class of a science and engineering university. Subsequently, we introduced the proposed system and analyzed the system’s effect on the TAs. The results demonstrated that all TAs recognized the need to proactively address the students and actively perform learning support activities.