Data Driven Approaches in Digital Education

Abstract

Abstract. Massive Online Open Courses (MOOCs) have increasingly become objects of research interest and studies in recent years. While MOOCs could be a means to address massive audiences, they suffer from high drop-out rates and low user engagement. Gamification is known as the application of game design elements in non-gaming scenarios to solve problems or to influence a user's behaviour change. By applying gamification to MOOCs, we aim to enhance users' engagement and goal achievement within a MOOC environment. To define our gamification strategy, we asked 42 experts in the fields of game design, learning science and technology-enhanced learning to rate 21 selected game design patterns according to their suitability within a MOOC environment application. The data collected allowed us to identify a set of nine game design patterns as promising candidates to be tested in MOOC environments.

Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course

“…Before creating a concept map collaboratively, some studies suggested an individual preparation phase by creating a design of the concept map in the learners' own private spaces (de Weerd et al 2017;Gracia-Moreno et al 2017;van Boxtel et al 2000). By designing an initial map individually, students had time to reflect, organize, and develop their understanding which leads to better explanation during the discussion (Gao 2008;Gracia-Moreno et al 2017;van Boxtel et al 2000).…”

“…Before creating a concept map collaboratively, some studies suggested an individual preparation phase by creating a design of the concept map in the learners' own private spaces (de Weerd et al 2017;Gracia-Moreno et al 2017;van Boxtel et al 2000). By designing an initial map individually, students had time to reflect, organize, and develop their understanding which leads to better explanation during the discussion (Gao 2008;Gracia-Moreno et al 2017;van Boxtel et al 2000). They also asked more questions and demonstrated more openness exhibited to group contributions because they were allowed to elicit information that is relevant to their ambiguity from their partner (de Weerd et al 2017;Gao 2008;van Boxtel et al 2002).…”

“…An external representation tool assisted the learner in articulating and maintaining shared focus during discourse (Fischer et al 2002;Suthers 2006;van Boxtel et al 2002). A concept map has been mainly utilized as a representational tool in a collaborative setting to facilitate group discussion, as well as to communicate complex ideas (Fischer et al 2002;Gracia-Moreno et al 2017;Suthers 2006;van Boxtel et al 2000).…”

“…Previous research on collaborative concept mapping has extended the prior activity by creating an initial design of a concept map individually to trigger more questions and conflicts among learners (van Boxtel et al 2000). This individual preparatory phase contributed to promoting awareness of own understanding and limitations, better explanation, and more elaboration (de Weerd et al 2017;Gracia-Moreno et al 2017;van Boxtel et al 2002). However, learners also faced difficulty in integrating different ideas while creating a map collaboratively in a public space.…”

“…However, learners also faced difficulty in integrating different ideas while creating a map collaboratively in a public space. In a study conducted by Gracia-Moreno et al (2017), more than half of the individual nodes were not transferred to the group public space, and the students were in tendency to refuse other ideas through online medium without asking for confirmation.…”