A cyberlearning tool was developed to facilitate teaching and learning of software engineering courses. The tool, SEP-CyLE (Software Engineering and Programming Cyberlearning Environment), was developed by a publicly funded research university and is currently being used by at least seven other universities across the United States of America. The National Science Foundation (NSF) provided funding for the development and implementation of the tool. Since its initial development the scope of the tool has been expanded for use in other university level computer science courses. The three learning engagement strategies (LESs) that are an integral part of the tool are (i) collaboration, (ii) gamification, and (iii) social interaction. This paper focuses on the gamification strategy that was implemented in multiple sections of an introductory computer programming course at a university that was one of the locations for the multi-site project funded by the NSF. A study was conducted to determine students' perceptions of the cyberlearning tool and how it was implemented. Data for the study were obtained through interview and focus group sessions. The data were transcribed to extract the major ideas expressed by the students during the interview and focus group sessions. The findings are presented and discussed. The usefulness of the tool and the motivational aspects of the gamification strategy are explored as well. The paper provides suggestions from students for improving the tool and recommendations on how SEP-CyLE should be implemented in classrooms. The main contributions of this work are as follows: 1. The cyberlearning environment or tool that was developed with funding from the NSF was considered to be useful and user friendly by students who used the tool. 2. Gamification was considered by students to be motivating. 3. Students suggested that the tool should be used as an integral part of the course rather than as an add-on.
