@article{4565,
  author = {Filipe Portela},
  title = {TechTeach in Action: A Case Study on Gamified, Online Programming Education During the Pandemic},
  journal = {Progress in Machines and Systems},
  year = {2025},
  volume = {14},
  number = {2},
  doi = {https://doi.org/10.6025/pms/2025/14/2/77-90},
  url = {https://www.dline.info/pms/fulltext/v14n2/pmsv14n2_3.pdf},
  abstract = {The paper presents a case study applying the TechTeach methodology—a student-centered, gamified, blended-learning approach—in a fully online programming course at the University of Minho during the 2020–2021 academic year, necessitated by the COVID-19 pandemic. The study involved 168 students and aimed to assess whether TechTeach could be effectively adapted to 100% online instruction. The approach integrated project-based learning, flipped classrooms, gamification, and soft skills development, supported by digital tools such as Zoom, ioEduc, ioChat, Kahoot!, and HackerRank. Results showed high student engagement, with over 220,000 page views, 15,000 chat messages, and 11,000 file downloads. Over 95% of students rated the course average or above compared to others, and 85% approved of the gamification system. Despite challenges such as unequal access to technology, the study concluded that TechTeach is effective in online environments, although it requires significant effort from instructors. The findings support its potential for fostering motivation, innovation, and entrepreneurship in distance education.},
}