sMOOC and Gamification – A Proposed Ubiquitous Learning

Quintana, Javier Gil; Camarero-Cano, Lucía; Valero, Carmen Cantillo; Acedo, Sara Osuna

doi:10.1007/978-3-319-52836-6_54

Cited by 4 publications

(7 citation statements)

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“…The main distinguishing feature in this macro-project, whose MOOCs have engaged over 55,000 students and trained over 200 e-teachers, is to turn participants into autonomous e-teachers, able to develop their own sMOOC courses. The purpose of the ECO Project and its sMOOC-based pedagogical approach is to enable training for everyone, providing them with the necessary tools to step forward and take control of their own educational process within a ubiquitous environment (anywhere, anytime, and from any device) [12]. On a wider scope, the goal is to create a multicultural, intercreative environment for knowledge, purposely built through the collaboration of all participants and its degree of engagement in educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

Quintana

Acedo

2020

Sustainability

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sMOOCs (social massive open online courses) have revealed themselves as a remarkable opportunity to foster the culture of participation and open knowledge and sustainability. Due to their communicative potential, they make it possible for participants to interact, to create ubiquitous learning, and to build knowledge in a collective way. This educational and communicative line has set the basis for the European ECO (e-learning, communication, open data) Project, i.e., the purpose of our study, which, beyond training teachers, is decidedly betting on open life-long education. The results presented in the study have been elicited by following a quantitative methodology, through the analysis of a “sMOOC Step by Step” community, intended to become an educational gate to students’ empowerment, shared knowledge, and participation in the course. Results show that collaborative work practices organized by teachers in that virtual learning community encourage educational changes. Both the degree of satisfaction with the learning achieved and the way students perceive its direct applicability to real-life professional contexts prove the effectiveness of this training model. Our research has expanded, aiming to discover sMOOCs opportunities for teacher training and assessing the motivation shown by the virtual learning community towards such an educational reality.

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Section: Introductionmentioning

confidence: 99%

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

Quintana

Acedo

2020

Sustainability

Self Cite

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“…Empirical studies (MOOC-like) iMOOX [233,143] Telescopio (LRN-based) [187,234] MéxicoX [180,240] Coursera [8] SAPO Campus [17] ECO Platform [99] Blackboard CourseSites [78] OpenLearn [55] Coorpacademy [286] Moodle [220,37,270,250,156] Khan Academy [243] HTML Academy [166] Javala [160] Wikispaces [167] Table 2.6: Learning platforms used to evaluate the effect of gamification in MOOCs. frameworks, from which only one is explicitly intended for MOOC contexts [143].…”

Section: Learning Platforms Empirical Studies (Mooc)mentioning

confidence: 99%

“…With respect to the informative question: How gamification is being implemented in MOOCs?, results (see Table 2.4) revealed that gamification in MOOCs is frequently implemented through reward-based strategies (e.g., badges and badge suites [8], experience points [233]) and social elements (e.g., leaderboards [188], karma points [197], votes [8]). Other less frequent strategies include course privileges [234], medals [99], battery and status bars [143], challenges [240], duels and life systems [286]. Results also showed that similar game design elements and reward-based strategies (e.g., associated conditions) are being implemented in both MOOC and in MOOC-like settings (e.g., SPOCs, remedial courses).…”

Section: Rq3 Instantiation Of Gamification In Moocsmentioning

confidence: 99%

“…Furthermore, the evaluation methods utilized to measure the impact on students seem to be weak to obtain solid conclusions about its benefits and how could be reused in other gamified learning situations. For example, four of these studies based their results on student perceptions gathered through a post-course questionnaire which usually is only answered by participants finishing the course [78,55,99,17]. Also, many empirical studies in MOOCs evaluated the effect of gamification by comparing quantitative indicators obtained in a gamified MOOC with previous non-gamified versions of the same course without (1) testing the statistical significance of such differences, and (2) without analyzing whether such differences were produced by the effect of gamification strategies or by any other factor (e.g., number of active participants, practitioners' participation, changes in activities and learning content) [188,234,233,143].…”

Section: Rq4 Reported Effects Of Gamification In Moocsmentioning

confidence: 99%

“…Three empirical studies performed in real MOOC environments analyzing the effect of reward-based strategies on student behavioral engagement their gamification designs to multiple course activities, mainly analyzed the students' selfperceptions reported in questionnaires at the end of the courses [54,78,17,99], without considering their actual behavior during the course, and ignoring the behavior and perceptions of those participants abandoning in the intermediate weeks.…”

Section: Cont#1_stumentioning

confidence: 99%

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Supporting Practitioners in the Gamification of MOOCs through Reward-Based Strategies

Arranz¹

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Massive Open Online Courses (MOOCs) have been established as a complement or alternative to other more traditional forms of teaching and learning (e.g., face-to-face, blended learning). Despite their relevant benefits (e.g., open access to education from prestigious universities), student disengagement has been identified as an important shortcoming, contributing to high drop out rates. In order to overcome this problem, rewardbased gamification has been proposed as a promising strategy to increase student engagement in MOOCs, following its success in other small-scale educational contexts. However, the addition of gamification strategies implies a number of orchestration tasks (e.g., design, instantiation, management) that have to be carried by course practitioners (instructional designers, instructors, teacher assistants, etc.). Given this context, this dissertation aims to support MOOC practitioners in the design, instantiation and management of reward-based strategies in MOOC environments to promote students' engagement. To this end, this dissertation proposes the attainment of three goals by following the System Design Research Methodology.The first goal deals with understanding whether reward-based strategies provide fruitful effects on student engagement in MOOCs. The distinctive features of MOOCs (e.g., massive number of participants, participants' background heterogeneity, asynchronous interaction) might compromise the benefits observed in small-scale educational environments. A systematic literature review performed within the context of this dissertation, revealed a lack of empirical studies performed in real MOOC environments, thus hindering the understanding of how these strategies affect student engagement. In this sense, three empirical studies were carried out in the context of this dissertation. The three studies involved MOOCs that incorporated reward-based strategies, helping understand their effects, and gaining insights about potential design guidelines that might eventually be used by practitioners in the design of future MOOCs.The second goal refers to the need of providing practitioners with computer-interpretable models to represent MOOC learning designs, incorporating reward-based strategies, thus supporting their automatic instantiation and management (e.g., reward-issuing procedure). A feature analysis of MOOC platforms and gamification systems identified their limited support regarding the representation of reward-based strategies in MOOC platforms' native tools. Given this context, this dissertation presents a data model (GamiTool-DM) that supports the computer-interpretable representation of reward-based strategies in MOOCs with a fine-grained level of detail, thus allowing to align practitioners' gamification purposes with the course pedagogical goals.The aforementioned feature analysis also revealed that current MOOC platforms and gamification systems present some limitations regarding the cognitive and timely affordable orchestration of these strategies (e.g., usable authoring to...

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Gamification in MOOC: A systematic literature review

Karsen

Masrek

Uzir

et al. 2022

E-BPJ

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Research related to Gamification in MOOCs and the elements that support them has gained popularity and received particular attention in the last decade. Gamification in MOOC has several elements and goals to increase learner engagement, learner retention, and learner motivation to complete the course. This research uses a qualitative method with a systematic literature review approach to answer the research questions. This research resulted in 21 research papers on MOOC gamification. The purpose of the study is to identify gamification elements, the type of MOOC, and the impact of gamification in MOOC to optimize the completion rate of the course. Keywords: Massive Open Online Course; MOOC; Gamification; Gamification Element; Systematic Literature Review eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behavior Researchers), ABRA (Association of Behavioral Researchers on Asians), and cE-Bs (Centre for Environment-Behavior Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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sMOOC and Gamification – A Proposed Ubiquitous Learning

Cited by 4 publications

References 3 publications

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

Supporting Practitioners in the Gamification of MOOCs through Reward-Based Strategies

Gamification in MOOC: A systematic literature review

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