Perceptions, Motivation, and Acceptance of Competitive Programming Platforms in Engineering Education
DOI:
https://doi.org/10.71112/1zhy1358Keywords:
competitive programming, academic motivation, active learning, student performance, programming learningAbstract
This study examines students’ perceptions, motivation, and acceptance of competitive programming platforms among students at the Instituto Tecnológico de Ciudad Juárez, most of whom belong to Generation Z. Using a descriptive quantitative approach, a survey was administered to 77 students to evaluate their knowledge, prior experience, perceived barriers, and intention to adopt these platforms within programming courses. The results show a low level of familiarity and practice, but a high perceived usefulness and a favorable attitude toward adoption, particularly through workshops and guided activities. The main barriers identified were limited initial exposure and the perception of difficulty. The study concludes that competitive programming holds strong educational potential for this generation, supporting active learning and computational thinking when implemented gradually and with appropriate guidance.
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Copyright (c) 2025 Dora Ivette Rivero Caraveo, Clauda Anglés Barrios, María Eugenia Sánchez Leal, Alma Patricia Gallegos Borunda, Irving Bruno López Santos (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
