Gamification in MOOC Context. Documentary Analysis

Torres-Toukoumidis, Ángel; González-Moreno, Sonia Esther; Palma-Ruiz, Jesús Manuel

doi:10.1007/978-3-030-72654-6_26

Cited by 5 publications

(6 citation statements)

References 20 publications

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“…LMS platforms have proven effective in creating student-centered learning environments, promoting collaboration, and offering flexible access to course materials [2,28]. The incorporation of gamification elements within LMS environments extends these benefits by introducing game-like mechanisms such as rewards, badges, and leaderboards, which incentivize active participation and achievement [19,20]. However, the novelty of this study lies in its tailored approach to slow learners.…”

Section: Discussionmentioning

confidence: 99%

“…Gamification, the integration of game elements in non-game contexts, has garnered significant attention in education for its potential to enhance student engagement and academic performance [17,22]. Moreover, additional research endeavors have delved into the implications of gamification within the context of higher education LMS environments [18][19][20]. The study incorporated gamified elements, such as quests and challenges, to encourage students to explore course content and complete tasks in an interactive manner.…”

Section: Gamification Within Lmsmentioning

confidence: 99%

“…Gamification involves incorporating game-like elements, such as rewards, challenges, and progress indicators, into non-game contexts to incentivize active participation and foster a sense of accomplishment [17][18][19]. By applying gamification within LMS platforms, educators aim to create dynamic and interactive learning experiences that promote a deeper understanding of course material [5,20,21].…”

Section: Introductionmentioning

confidence: 99%

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Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students

Slamet

2024

IJIET

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Amidst the growing urgency to elevate student engagement and bolster academic performance within educational environments, the application of gamification has emerged as a promising avenue. In response to this imperative, the present research investigates the consequences of integrating gamification into the eLSIDA, a specialized Learning Management System (LMS) at STKIP PGRI Sidoarjo, meticulously designed to cater specifically to the needs of undergraduate students classified as slow learners. Using a single-group pre-experimental design, the study involved nineteen undergraduate students who experienced an enhanced learning opportunity by incorporating gamification techniques into the General English (GE) course offered through eLSIDA. By meticulously analyzing both quantitative and qualitative data, this study investigates the multifaceted impact of gamification on student engagement and academic accomplishments. The results reveal a notable surge in student engagement, characterized by heightened interaction with learning materials and active participation in LMS activities. Furthermore, the discernible progress in academic performance among the slow learners is evidenced through elevated assessment scores and an overall enhancement in academic outcomes. This study highlights gamification’s potential as a powerful tool for enhancing support and empowering slower learners within the LMS environment. The knowledge acquired from this study provides essential direction for educators and instructional designers seeking innovative approaches to effectively address the wide range of learning needs among students.

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Section: Discussionmentioning

confidence: 99%

Section: Gamification Within Lmsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students

Slamet

2024

IJIET

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“…While previous research has recognized the potential of gamification to enhance learner engagement, motivation, and outcomes within the educational landscape (Bovermann & Bastiaens, 2020;Puig et al, 2023;Ramansyah et al, 2023;van Roy & Zaman, 2018), there remains a substantial gap in our understanding of its effective integration into MOOCs. Existing studies have primarily explored the use of gamification elements in traditional educational settings, but their application within MOOCs, particularly concerning the promotion of SDL, has been largely uncharted territory (Agonács et al, 2020;An et al, 2021;Aparicio et al, 2019;Cheng, 2023;Supriyono et al, 2020;Torres-Toukoumidis et al, 2021;Zhu, 2021). Furthermore, prior MOOC research has consistently identified challenges related to high dropout rates, limited learner engagement, and a lack of personalized learning experiences (Goopio & Cheung, 2021;Liu et al, 2019;Sari et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Slamet,

Basthomi,

Maria Ivone

et al. 2024

JITE:Research

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Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs’ ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners’ unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education.

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“…En este sentido es fundamental contar con herramientas innovadoras, ya que la educación tiene un rol fundamental en la capacitación del alumnado (6). Es imprescindible indicar que aquellas herramientas didácticas se relacionan con la innovación educativa y reta al docente a aprender y de esta manera permitir que los alumnos muestren interés hacia este tipo de recursos (7,8).…”

Section: Introductionunclassified

Estudio De La Percepción Del Estudiante De Enfermería Sobre El Uso De La Mesa Interactiva (Anatomage)

Chiliquinga

Pérez²

2022

Enferm. investig.

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Introducción: Conocer la anatomía humana, es esencial en las ciencias de la salud. Históricamente se han utilizado modelos plásticos y disecciones de órganos como herramientas para el aprendizaje activo. Actualmente la mesa interactiva es cada vez más utilizada. Objetivo: describir la experiencia con la mesa interactiva Anatomage en los estudiantes de enfermería de la Universidad Católica de Quito. Métodos: Estudio cuantitativo, no experimental, descriptivo, con muestra de 49 alumnos de 5to y 6to semestre. Se utilizó un cuestionario validado por juicios de expertos, con cuatro dimensiones y una escala de Likert. Resultados: En la mayoría de los aspectos evaluados los estudiantes respondieron estar de acuerdo y totalmente de acuerdo, dentro de las cuales se encuentra: buena identificación, memorización de los sistemas corporales 82%, fácil entendimiento con imágenes 68%, facilidad de aprendizaje, compresión en ausencia de estructuras disecadas 80%, buena identificación, visualización de planos profundos 68%; fácil rotación de estructuras y disección 76%, facilidad del aprendizaje comprensión de la anatomía humana 88%, mejor atención al no usar formol 82%; mejor atención al no tener temor de adquirir enfermedades 82%, mayor tiempo de dedicación 73% en su uso. Conclusiones: El aprendizaje de la anatomía a través de la mesa interactiva (Anatomage) es didáctica y útil en las ciencias de la salud, por la facilidad de identificación de estructuras, memorización, comprensión, visualización de planos profundos, rotación de estructuras, disección sin necesidad de contacto de formol, ni adquisición de enfermedades. El mayor tiempo de dedicación se convierte en un inconveniente. Palabras clave: anatomía, disección, aprendizaje, ciencias de la salud ABSTRACT Introduction: Knowing the human anatomy is essential in the health sciences. Plastic models and organ dissections have historically been used as tools for active learning. Currently the interactive table is increasingly used. Objective: To describe the experience with the interactive table called Anatomage in the Faculty of Nursing of the Catholic University of Quito. Methods: Quantitative, non-experimental, descriptive study, with a sample of 49 students from the 5th and 6th semesters. A questionnaire validated by expert judgment was used, with four dimensions and a Likert scale. Results: In most of the aspects evaluated, the students responded to agree and totally agree, among which are: good identification, memorization of body systems 82%, easy understanding with images 68%, ease of learning, compression in the absence of dissected structures 80%, good identification, visualization of deep planes 68%; easy rotation of structures and dissection 76%, ease of learning understanding of human anatomy 88%, better care by not using formalin 82%; better attention by not being afraid of acquiring diseases 82%, more time dedicated to its use 73%. Conclusions: The learning of anatomy through the interactive table (Anatomage) is didactic and useful in health sciences, due to the ease of identification of structures, memorization, comprehension, visualization of deep planes, rotation of structures, dissection without need for formalin contact, nor acquisition of diseases. The greater time of dedication becomes an inconvenience. Keywords: anatomy, dissection, learning, health sciences

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Gamification in MOOC Context. Documentary Analysis

Cited by 5 publications

References 20 publications

Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students

Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Estudio De La Percepción Del Estudiante De Enfermería Sobre El Uso De La Mesa Interactiva (Anatomage)

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