A Practical Experience on the Use of Gamification in MOOC Courses as a Strategy to Increase Motivation

Morales, Miguel; Amado-Salvatierra, Hector R.; Hernández, Rocael; Pirker, Johanna; Gütl, Christian

doi:10.1007/978-3-319-42147-6_12

Cited by 26 publications

(19 citation statements)

References 8 publications

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“…Badges were used to promote student participation in discussion forums (e.g., receiving "likes" from peers). The gamified strategies used in the course did not lead to an increase in student engagement, although 78% of the students reported that they were more motivated because of the game elements [41,50].…”

Section: Related Workmentioning

confidence: 99%

Understanding student behavior and perceptions toward earning badges in a gamified MOOC

Ortega‐Arranz

Martínez‐Monés

et al. 2019

Univ Access Inf Soc

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Despite the advantages of MOOCs, such as the open and free access to education, these courses are criticized for students' lack of motivation and their high dropout rates. Gamification is a technique used to increase student motivation and engagement in smallscale educational contexts. However, the effects of gamification on student engagement have been scarcely explored in MOOC environments, and the findings so far are inconsistent. To address this gap, this research work examines the students' behavior towards earning badges and how it relates to their engagement in a gamified MOOC. According to the results, the behaviors towards badges of the active students were generally positive and significantly correlated with other variables measuring their engagement (e.g., pageviews, submitted tasks, forum posts), although this positive behavior seems to decrease throughout the course. Additionally, students that reported high motivation by badges at the end of the course showed a higher engagement level than those that were not appealed by badges.

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Section: Related Workmentioning

confidence: 99%

Understanding student behavior and perceptions toward earning badges in a gamified MOOC

Ortega‐Arranz

Martínez‐Monés

et al. 2019

Univ Access Inf Soc

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“…Le couplage de l'apprentissage et du jeu est parmi les stratégies en expansion dans le cadre des MOOC (Borras-Gene et al, 2016 ;Karsenti & Bugmann, 2016 ;Morales et al, 2016) et permet aujourd'hui d'envisager l'intégration des jeux sérieux dans le processus d'apprentissage en ligne.…”

Section: Dropout Et Taux De Rétention Dans Les Moocunclassified

A Model and Tool to Support Pedagogical Scenario Building for Connectivist MOOC

et al. 2020

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“…Morales et al (2016) [15], [19] describe the gamification process implemented in a MOOC that teaches the use of authoring tools in e-learning courses. The MOOC was targeted at teachers in higher education.…”

Section: Related Workmentioning

confidence: 99%

Creating engaging experiences in MOOCs through in-course redeemable rewards

Ortega‐Arranz

Kalz

Martínez‐Monés

2018

2018 IEEE Global Engineering Education Conference (EDUCON)

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Gamification strategies have been proposed to mitigate student disengagement and dropouts in massive online environments, due to the positive results shown by these strategies at lower scales. Among various gamification strategies, redeemable rewards have been identified as an effective element to intrinsically motivate students and increase their engagement in educational settings, including MOOCs. Yet, effective design, implementation and enactment of this gamification strategy in MOOC contexts might face new challenges, given the unique characteristics of these learning settings such as massiveness. As an attempt to help teachers use redeemable rewards in MOOCs, this paper analyzes the characteristics of MOOCs that influence its integration and presents a proposal of a system supporting the design, implementation and enactment of such rewards. The envisioned system is illustrated by a scenario that describes the main features of this system for teachers and students.

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A Practical Experience on the Use of Gamification in MOOC Courses as a Strategy to Increase Motivation

Cited by 26 publications

References 8 publications

Understanding student behavior and perceptions toward earning badges in a gamified MOOC

Understanding student behavior and perceptions toward earning badges in a gamified MOOC

A Model and Tool to Support Pedagogical Scenario Building for Connectivist MOOC

Creating engaging experiences in MOOCs through in-course redeemable rewards

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