A Case Study on Using Gamification and Blockchain to Improve Student Engagement in Secondary Informatics in Kazakhstan

Abstract

In Kazakhstan, where digital transformation of education is a national task, finding new ways to engage students of technical subjects like programming is increasingly important. Traditional instructional approaches often fail to foster student interest or develop practical competencies, especially among beginners. This study investigates how a game-based learning system can get high school students in Kazakhstan to enjoy learning programming and become more interested in their informatics course. Our recently created model is a gamified platform where students interact with it by entering real Python code. This code directly governs on-screen figures, dictating actions like maneuvering the protagonist past barriers or engaging in combat with adversaries. Consequently, users absorb programming concepts while honing their cognitive skills. The project's intent centered on transforming programming education into an engaging, purposeful, and accessible experience, particularly addressing the discouragement frequently experienced by newcomers to coding, who frequently perceive programming as overly abstract or cognitively demanding. The research encompassed two cohorts of secondary school students. One cohort utilized the gaming platform, while the other underwent conventional instruction. Both groups were presented with identical educational content. Nevertheless, the group immersed in the game environment demonstrated significantly increased enthusiasm, achieved greater progress, and excelled in practical coding assignments. This study demonstrates that students become self-confident, active, and inquisitive when a game model is introduced into their learning process. These findings suggest that gamification elements, when properly structured, can effectively support programming education objectives. The methodology demonstrates potential for adaptation to other practice-oriented disciplines within Kazakhstan's education system. This approach aligns with national digital transformation goals while addressing persistent challenges in technical education engagement. The study contributes to the growing body of evidence supporting interactive learning models in STEM education.