A Comparative Study of Interactive Technology-Enhanced Learning (TEL) Models with Gamification and Multimedia for Low Achievers in Programming

This paper discusses a comparative study conducted to explore the similarities and differences between existing technology-enhanced learning (TEL) models that integrate gamification and multimedia elements and principles in online learning platforms. The comparative analysis intends to review further and analyze the components and elements of gamification and multimedia that can be extracted to form a new conceptual model of TEL, specifically to adapt to the learning requirements of low achievers in programming. 10 studies have been selected, reviewed, and analyzed through 3 phases of the methodology of literature search, elicitation and filtration, and review and analysis. The comparative analysis conducted was based on the 6 criteria that have been pre-determined for the direction of this study, which are i) gamification principles, ii) gamification elements, iii) multimedia technology, iv) multimedia learning principles, v) target subject, and vi) target user. The outcomes from this study have shown similarities and differences in terms of these criteria that eventually led to the development of the initial features for the new conceptual model of interactive TEL with gamification and multimedia for low achievers in programming.