[Paper] Towards Understanding Views on Combining Videos and Gamification in Software Engineering Training

Source: arXiv - 2602.19628v1

Overview

The paper investigates how software‑engineering learners—both university students and industry practitioners—feel about mixing video‑based training with gamification elements. By surveying these two groups, the authors aim to uncover whether gamified video tutorials can boost engagement and deepen learning, a topic that matters as companies increasingly rely on on‑demand video content for up‑skilling their engineers.

Key Contributions

• Empirical comparison of students’ and professionals’ attitudes toward video‑only training versus gamified video training.
• Evidence that both cohorts support the idea of adding game‑like mechanics (e.g., points, badges, leaderboards) to video tutorials.
• Identification of preferred gamification features (e.g., progress tracking, immediate feedback) that could be incorporated into future training platforms.
• Guidelines for designers of software‑engineering learning tools on how to blend video content with gamified interactions without compromising instructional quality.

Methodology

The researchers designed an online questionnaire targeting two populations: (1) undergraduate and graduate software‑engineering students, and (2) practicing software engineers from various companies. The survey collected:

1. Demographic data (experience level, prior exposure to video training).
2. Perceptions of video‑based learning (usefulness, engagement, depth of understanding).
3. Attitudes toward specific gamification elements (points, leaderboards, challenges, narrative).

Responses were analyzed using descriptive statistics and thematic coding of open‑ended comments to surface common viewpoints and any notable differences between the two groups.

Results & Findings

• High baseline acceptance: Both students (≈78%) and professionals (≈81%) rated video tutorials as a convenient learning medium.
• Strong support for gamification: Over 70% of participants in each group agreed that adding game mechanics would make video training more engaging.
• Preferred features: The most popular gamified components were progress bars, instant feedback quizzes, and achievement badges. Leaderboards were less favored, especially among professionals who worried about competitiveness affecting collaboration.
• Perceived benefits: Respondents believed gamified videos could improve knowledge retention, motivation to complete modules, and self‑paced learning.
• No major divergence: Students and practitioners showed remarkably similar attitudes, suggesting that design recommendations can be applied across academic and corporate contexts.

Practical Implications

• Training platform designers can confidently embed lightweight gamification (e.g., checkpoints, micro‑quizzes, badge systems) into existing video libraries to boost completion rates.
• Corporate L&D teams might pilot gamified video modules for onboarding or up‑skilling, expecting higher engagement without the need for costly full‑scale game development.
• Educators can enrich MOOCs or university courses with gamified video segments, helping students transition from passive watching to active problem solving.
• Metrics‑driven improvement: The identified preferred features provide a clear starting point for A/B testing—measure how progress bars vs. leaderboards affect learner outcomes.

Limitations & Future Work

• Self‑reported attitudes: The study captures intentions rather than actual learning performance; future work should measure knowledge gains after exposure to gamified videos.
• Sample bias: Participants were recruited via academic channels and professional networks, which may over‑represent individuals already inclined toward digital learning tools.
• Scope of gamification: Only a limited set of game mechanics were examined; exploring richer narratives or collaborative challenges could reveal additional insights.
• Long‑term impact: The authors note the need for longitudinal studies to see whether gamified video training sustains motivation over extended learning pathways.

Authors

• Pasan Peiris
• Matthias Galster
• Antonija Mitrovic
• Sanna Malinen
• Raul Vincent Lumapas
• Jay Holland

Paper Information

• arXiv ID: 2602.19628v1
• Categories: cs.SE
• Published: February 23, 2026
• PDF: Download PDF