Creating engaging experiences in MOOCs through in-course redeemable rewards

Ortega‐Arranz, Alejandro; Kalz, Marco; Martínez‐Monés, Alejandra

doi:10.1109/educon.2018.8363464

Cited by 16 publications

(19 citation statements)

References 17 publications

(19 reference statements)

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“…Previous studies in small scale educational contexts have shown the benefits of using reward strategies in improving learners' motivation [16,19], engagement [15,21,30,45], learning outcomes [16,30], and enjoyment [19]. However, MOOCs have specific features different from other educational environments (e.g., face to face or blended courses) which may have significant implications in how reward-based gamification strategies affect students [46].…”

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

Self Cite

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“…Badges are optional rewards, represented with graphical icons and issued when users satisfy predefined requirements typically associated with non-compulsory activities (Domínguez et al, 2013;Hamari, 2017). Redeemable Rewards are rewards which provide students with a certain privilege during course runtime (e.g., extra attempts in quizzes, access to extra content, join a queue to receive feedback from teachers) (O'Donovan et al, 2013;Ortega-Arranz et al, 2018). These two reward types have been also positively evaluated by students in other MOOC studies (Cross et al, 2014;Rizzardini et al, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The gamification was digitally represented and implemented with an extended version of the GamiTool portal 6 . GamiTool is a web-based system developed by the authors that allows instructional designers and teachers to design, and semi-automatically deploy and enact reward-based gamifications in multiple MOOC platforms such as Canvas Network (Ortega-Arranz et al, 2018). GamiTool allows to include a "Rewards" tab in the course interface where students could check the reward conditions and request the badges and redeemable rewards once the conditions were fulfilled.…”

Section: Gamification Implementationmentioning

confidence: 99%

To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC

Ortega‐Arranz

Bote‐Lorenzo

Asensio-Pérez

et al. 2019

Computers & Education

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Despite the benefits of MOOCs (e.g., open access to education offered by prestigious universities), the low level of student engagement remains as an important issue causing massive dropouts in such courses. The use of reward-based gamification strategies is one approach to promote student engagement and prevent dropout. However, there is a lack of solid empirical studies analyzing the effects of rewards in MOOC environments. This paper reports a between-subjects design study conducted in a MOOC to analyze the effects of badges and redeemable rewards on student retention and engagement. Results show that the implemented reward strategies had not significant effect on student retention and behavioral engagement measured through the number of pageviews, task submissions, and student activity time. However, it was found that learners able to earn badges and redeemable rewards participated more in gamified tasks than those learners in the control group. Additionally, results reveal that the participants in the redeemable reward condition requested and earned earlier the rewards than those participants in the badge condition. The potential implications of these findings in the instructional design of future gamified MOOCs are also discussed.

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“…As pointed out by several studies (2), (15), (16), (17), only about 10% of the students who enroll in MOOCs actually finish them. Some solutions to this problem include personalizing the students' experience, as suggested by Assami et al (18), or by using a gamification approach, described in the work of Ortega-Arranz et al (19). Lately, however, online courses are shifting to a more controlled environment, in which you can get access to all exercises only if you pay for a certificate.…”

Section: Related Workmentioning

confidence: 99%

Identifying Cheating Users in Online Courses

Sangalli

Martínez-Muñoz

Cañabate

2020

2020 IEEE Global Engineering Education Conference (EDUCON)

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Resumen Los estudiantes interactúan con los cursos en línea principalmente de dos maneras: revisando los materiales del curso y resolviendo ejercicios. Sin embargo, hay casos en los que el comportamiento de los estudiantes difiere y tiende a centrarse más en resolver ejercicios sin mirar los materiales del curso. Este tipo de interacción podría ser indicativo de un comportamiento poco ético, como los estudiantes que colaboran compartiendo respuestas entre ellos o cuentas falsas que usan los estudiantes para obtener las respuestas correctas para los ejercicios. En este trabajo, proponemos varias métricas para identificar estos dos tipos de trampas basadas en eventos concurrentes y medidas de interacción con el curso. Del conjunto de cuentas en el curso, los pares de cuentas que resuelven ejercicios muy cercanos en el tiempo se consideran cuentas potencialmente colaboradoras. Las métricas propuestas se calculan para estos pares de cuentas y la agrupación de K-means se usa para separar pares de estudiantes reales que colaboran con respecto a los estudiantes que usan cuentas falsas para obtener las respuestas correctas a los ejercicios. Se logra una precisión de generalización superior al 95 % para clasificar estos tipos de trampas mediante el uso de una máquina de vectores de soporte (SVM)

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Creating engaging experiences in MOOCs through in-course redeemable rewards

Cited by 16 publications

References 17 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

To reward and beyond: Analyzing the effect of reward-based strategies in a MOOC

Identifying Cheating Users in Online Courses

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