Pedagogical conditions for organizing distance programming contests in LMS Moodle based on integration with the Domjudge platform

Abstract

The article substantiates the pedagogical conditions for organizing distance programming contests in Moodle, integrated with the Domjudge platform for automated code evaluation. The study argues that the combination of these systems ensures objectivity, transparency, and rapid assessment, forming a coherent digital learning environment in which students work under predictable conditions and receive immediate feedback. The analysis emphasizes the significance of algorithmic thinking, self-regulation, and academic integrity in learning environments that incorporate competition and challenge. Particular attention is given to defining the pedagogical conditions that make such contests educationally effective: comprehensive methodological support from the instructor, clearly structured contest rules, a stable and predictable technical infrastructure, and the integration of competitive activities into the instructional logic of the academic discipline. These conditions collectively create a pedagogically grounded model for distance programming contests, supporting meaningful learning, strengthening students’ intellectual autonomy, and aligning competitive programming practices with the goals of professional training in computer science.

Key words: distance programming contests; algorithmic thinking; automated assessment; Moodle; Domjudge; digital learning environment.