When Programming Becomes a Quest: Gamification’s Role in Sustaining Student Engagement
Why do millions of people spend hours chasing digital rewards, whether defeating a boss in a role-playing game or reaching level 1,000 in Candy Crush? For Dr Seifeddine Bouallegue, Head of the Department of Software Systems at the College of Computing and Information Technology, University of Doha for Science and Technology (UDST), the answer is simple: games have mastered the art of sustaining engagement, something higher education often struggles to achieve.
That insight came to life in his programming classrooms. The challenge was not simply about understanding loops or algorithms, but about sustaining motivation. Some students approached the subject with apprehension, worried it might be “too hard,” while others underestimated the consistent practice required, believing lectures alone would be sufficient. As Dr Bouallegue explains: “It’s like watching someone exercise at the gym and expecting to become fit yourself.”
This observation now drives a three-year Applied Research Grant (ARG), funded by Qatar Research, Development and Innovation Council (QRDI): Enhancing Programming Course Outcomes through Gamification and AI-driven Personalized Learning. The project places Qatar at the forefront of educational transformation, aligning with its National Vision 2030 to build a knowledge-based economy.
Personalising Engagement through AI
At the heart of the project is student classification. By analysing behaviour with machine learning, the platform predicts which motivational style might resonate most, whether students are Achievers, Socialisers, Explorers or Competitors. Crucially, these identities evolve. A “completionist” in one context may act like a casual learner in another. The system adapts dynamically to these shifts, tailoring quests, challenges and collaborative tasks in real time to keep engagement alive.
This adaptive approach draws on frameworks such as Yu-kai Chou’s Octalysis, which explores the deeper psychological drivers of human motivation. Rather than relying on superficial badges or leaderboards, the project emphasises meaningful progress, narratives, teamwork, and exploration, mechanics designed not just to capture attention but to sustain it over the long term.
From Motivation to Lasting Persistence
So far, the research has produced theoretical models, systematic reviews and early prototypes linking game mechanics to learning behaviours. These early outcomes provide the scientific foundations for future interventions that will be tested in classrooms. For Dr Bouallegue, the priority is not short-term boosts in participation, but building robust theory and practice that can support persistence over an entire course, and beyond.
This focus on sustainability is what sets the project apart. By moving past “quick win” gamification tactics, the team is investigating how motivation can be renewed, reshaped and deepened over time, so that engagement becomes a steady companion rather than a fleeting spark.
Building Global Models from Local Innovation
While rooted in Qatar’s higher education system, the project speaks to a universal challenge: how to help students stay engaged with complex subjects. By connecting local research with global educational debates, UDST and its partners are contributing frameworks that can be adapted across disciplines and cultures.
For a country positioning itself as a regional hub for knowledge and innovation, this research demonstrates how local initiatives can influence global practice. It reflects Qatar’s commitment to nurturing talent and driving pedagogical transformation, in line with its national vision.
A Quest Worth Pursuing
If games can motivate millions to persevere through endless challenges, education can harness the same science to help students sustain curiosity, grit and joy in learning. Dr. Bouallegue’s work suggests a future where programming is not merely a hurdle to clear, but a quest worth pursuing, one challenge, one level, one breakthrough at a time.
And in doing so, it illustrates how sustaining student engagement is not just a classroom goal, but a cornerstone of educational innovation, one with the power to inspire institutions worldwide.
Dr Seifeddine Bouallegue, Head of the Department of Software Systems, at the College of Computing and Information Technology