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.