Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study

Abstract There are many claims that gamification (i.e., using game elements outside games) impact decreases over time the novelty effect). Most studies analyzing this effect focused on extrinsic elements, while fictional and collaborative competition have been recently recommended. Additionally, to best of our knowledge, no long-term research has carried out with STEM learners from introductory programming courses (CS1), a context demands encouraging practice mitigating motivation throughout semester. Therefore, main goal work is better understand how design, featuring competitive-collaborative changes 14-week period time, when applied CS1 taken by students (N = 756). In an ecological setting, we followed 2x7 quasi-experimental where Brazilian completed assignments in either gamified or non-gamified version same system, which provided measures (number attempts, usage system access) assess user behavior at seven points time. Results indicate gamification’s appear follow U-shaped pattern. Supporting effect, started decrease after four weeks, lasted between two six weeks. Interestingly, shifted uptrend 10 weeks start intervention, partially recovering its contribution naturally. Thus, found empirical evidence supporting likely suffers but also benefits familiarization contributes overall positive students. These findings may provide some guidelines inform practitioners about long initial contributions last, they take recover reduction benefits. It can help researchers realize apply/evaluate interventions use taking into consideration and, thereby, real students’ run.