Design fit in gamified online programming learning environment

Background: The strategy for designing online programming learning through a gamified learning environment and its effects on learning outcomes remains a subject of debate. Objective: Using Task-Technology Fit (TTF) theory, this study investigates the impact of design fit on learning programming that supports game characteristics on learning outcomes. Methods: The technique of component-based structural equation modeling was used to examine the research hypotheses. Results: Learning performance is influenced by cognitive load and student perception of TTF. Additionally, task complexity affects students' applicability of learning strategies and perceptions on TTF. Conclusion: The research findings can be used as guidelines for developing gamified online programming learning platforms by considering the features of the learning contexts to enhance students’ learning outcomes.