当前各行业领域对计算机科学创新人才的需求前所未有地激增，培养学习者的编程能力是计算机科学教育中的核心部分。但基础教育阶段的编程教学中却常常存在学生动机和投入度不高，影响学习效果的问题。近年来，有大量实证研究表明游戏化学习能通过不同方式激发学生的动机，提高学生的参与度，并在一定程度上增强编程学习效果。然而，关于游戏化是如何影响学习以及在产生效果的过程中是哪些因素起了关键作用的研究仍不完善。因此，本研究在已有研究基础之上设计了运用于初中生编程课堂中的游戏化教学工具和策略，并通过实证研究验证其对初中生编程学习的影响，深入探讨了不同积分策略的影响差异。

本研究首先针对在实际教学中发现的问题进行分析，在文献调研的理论基础上设计测试平台和实验方案。面向某中学三个平行班的148名七年级学生开展为期8周的教学实验，将学生分为游戏化不确定性积分组、游戏化普通积分组和非游戏化电子测试组，从定性和定量的角度比较分析了三组学生编程学习动机、编程学习投入度和编程学习成绩的效果差异。研究结果表明，第一，游戏化不确定性积分策略对促进学生编程学习动机的提高效果最为显著；第二，游戏化学习中的不同积分策略在促进学生编程投入度上没有明显差异，但游戏化不确定性积分策略对提高认知投入的效果最为显著；第三，游戏化不确定性积分对促进编程学习成绩的提高效果最为显著，并且路径分析显示，游戏化不确定性积分策略激发了学习者的动机，学习投入度随之提高，从而使得学习者在编程知识后测中有更加优异的表现。

依据上述研究结论，本文建议教师采用游戏化的方式丰富编程课堂中过程性评价方式的多样性以提高学生学习成效，同时在运用游戏化学习工具时注重运用的策略，明确学生是游戏化学习的主体，教师则是课堂的主导，由于不同学生使用游戏化学习工具时会产生不同的感受，教师需要及时关注学生学习过程中的情绪变化。此外，本研究针对研究的局限性和理论意义提出了未来研究可能需要关注的重点，为发展游戏化学习在编程教育中的策略提供了参考。

With the current unprecedented surge in demand for innovative computer science talent in various industry sectors, developing learners' programming skills is a core part of computer science education. However, programming instruction at the basic education level often suffers from low student motivation and engagement, which affects learning outcomes. In recent years, a large number of empirical studies have shown that gamified learning can motivate students in different ways, increase student engagement, and enhance programming learning to some extent. However, research on how gamification affects learning and what factors play a key role in producing the effects is still incomplete. Therefore, this study builds on existing research to design gamification teaching tools and strategies to be used in junior high school students' programming learning, and to verify their effects on junior high school students' programming learning through empirical study, and to explore in depth the differences in the effects of different points strategies.

This study analyzed the problems found in actual teaching, and designed the test platform and experimental program based on the theoretical basis of literature research. An 8-week teaching experiment was conducted for 148 seventh grade students in three parallel classes in a middle school. The students were divided into uncertainty points integration group, general points integration group and traditional electronic test group, and the differences in the effects of programming learning motivation, programming learning engagement and programming learning performance among the three groups were compared and analyzed from qualitative and quantitative perspectives. The results showed that, first, the uncertainty points strategy was the most effective in promoting students' motivation to learn programming; second, there was no significant difference between different points strategies in gamified learning in promoting students' programming engagement, but the uncertainty points strategy was the most effective in improving cognitive engagement; third, the uncertainty points strategy was the most effective in promoting programming learning achievement, and Path analysis showed that the uncertainty points strategy motivated learners and subsequently increased learning engagement, which led to better performance on the post-test of programming knowledge.

Based on the above findings, this paper suggests that teachers should use gamification to enrich the variety of process evaluation methods in the programming classroom to improve students' learning effectiveness, and pay attention to the strategies used when using gamified learning tools. Teachers need to pay attention to students' emotional changes in the process of learning. In addition, this study suggests possible priorities for future research in light of the limitations and theoretical implications of the study, and provides a reference for developing strategies for game-based learning in programming education.