Gamification in MOOCs to enhance users' goal achievement

Abstract

Abstract-Gamification in engineering education has been applied with success in the last years. Also, Massive Open Online Courses (MOOCs) are recognized as a good strategy to enhance engineering education. Nevertheless, MOOCs have two main weaknesses: first, lack of addressing personal goals; and second, low completion rates in comparison to the number of registrations to the MOOCs. To improve learning experiences in MOOCs and to strengthen self-regulated personalized learning we propose the application of gamification in MOOCs. Our assumption is that MOOC learners will better succeed in achieving their goals if they can individually personalize and plan their learning paths through gamification. This assumption is based on the implementation intention theory which claims that people who foster their goal intentions with implementation intentions are comparatively more successful in their personal goal achievements. Based on a preliminary literature review this article presents and arguments on our research idea on how to apply gamification to enhance MOOC users' goal achievement. Besides, it introduces a new perspective on MOOC completion rates based on the user intention and a new way of measuring it via the Personal Goal Achievement Ratio (PGAR) and the Overall Goal Achievement Ratio (OGAR).

gMOOCs – Flow and Persuasion to Gamify MOOCs

“…A few examples of gamified MOOCs are also available in the literature [2]. From a design perspective using points, badges and leaderboards implies a focus on extrinsic motivation related to social comparison theory [4] [5].…”

“…Gamification is influenced by several disciplines, such as: game design, psychology, instructional design and didactics. This multidisciplinary nature makes its design complex [2]. If gamification is to go beyond merely appealing visualisations, its design implies a deep knowledge and understanding of the context application scenario, the problem/s to be solved, the end users' characteristics (on individual and social connection levels) and of course of game design, in particular the game elements to be transferred.…”

“…In previous work we thus conducted several studies to select appropriate game elements: we analysed the literature and game element collections such as [9], we involved experts in game design, learning science, and technology-enhanced learning, to assess our first selection of game elements [2,10] To develop testable predictions, these game elements are better explained and linked to the theories mentioned above to highlight (1) their potential to create or support immersive learning experiences based on flow theory and enhance engagement [11] and (2) their potential to influence learner behaviour based on theories of persuasion [7,8] and enhance the sense of community. The paper is organised as follows: first the theories of flow and persuasion, are detailed, second a concept of gamification in MOOC (gMOOC) based on these theories is presented.…”

Towards Implementing Gamification in MOOCs

“…Despite this potential, MOOC studies have highlighted several limits, such as the lack of users' engagement and their high dropout rate [4]. To overcome these gaps our idea is to apply gamification in MOOC to enhance users' goal achievement, engagement and also impact on users' learning performance.…”

“…Conceptual examples of gamification applied in MOOC environments can be found as detailed in [4]. A first attempt at raising awareness on gamification by empirical evidence can be found in [5], where 40 suitable game mechanics to engage students in MOOCs were identified and rated by 5,020 participants through an online survey for their level of engagement.…”