The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

Klemke, Roland; Eradze, Maka; Antonaci, Alessandra

doi:10.3390/educsci8010025

Cited by 47 publications

(38 citation statements)

References 34 publications

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“…If one extracts those elements of design, key for the success of a game, and they are applied in these new contexts is when one will be able to speak of Gamification [17,18] and especially in education [19]. In the specific case of MOOCs there is a growth in the use of this methodology [20][21][22][23] applying gamification to achieve greater engagement of participants.…”

Section: Gamification Principlesmentioning

confidence: 99%

Enhancing Fun through Gamification to Improve Engagement in MOOC

2019

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Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.

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Section: Gamification Principlesmentioning

confidence: 99%

Enhancing Fun through Gamification to Improve Engagement in MOOC

2019

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“…It can also be enriched with the setting of flipped classroom approach combined with gamification and learning analysis. [12]…”

Section: Methods 21 Materialsmentioning

confidence: 99%

Reinforcing Character Education and Nationalism among the Students in Indonesian School of Jeddah with Android-Based MIC (Multimedia Indonesian Culture) and Flipped Classroom Method

Fakhruddin¹,

Ahmadi²,

Sugiyono³

et al. 2020

Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2

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Learning content is very advanced and modern, but the teaching system is not. while its human resources are integrated with sophisticated technology, and high-speed internet access, as well as a good method for implementing high-tech multimedia in learning. The Flipped Classroom and MIC (Multimedia Indonesian Culture) based on android method is one solution to strengthen character building and nationalism of students. The purpose of this study is to (1) describe the design of Multimedia Indonesian Culture based on android, (2) test the significance and, (3) analyze the differences in the influence of flipped classroom methods and conventional methods using the same media namely MIC (Multimedia Indonesian Culture) based on android to strengthen character building and nationalism student of Jeddah Indonesian School. The research method used was quasi-experimental, research was carried out at the Jeddah Indonesian School. Based on the results of the study, the application of the flipped classroom method resulted in a posttest average value of 77.60, the average value of the 54.44 pretest with the N-Gain value of 0.51 including the medium category and the conventional method produced a posttest average value of 58.92, the average value of pretest is 51.73 with the value of N-Gain 0.15 including the low category, the probability value of 0.000 is smaller than 0.05, which means there is a significant difference between the application of flipped classroom methods and conventional methods using the same media namely MIC (Multimedia Indonesian Culture) based on Android, which means that the method of flipped classroom with MIC based on android is more effective in strengthening character building and nationalism of students. MIC based on android further motivates students in learning character building and nationalism, the flipped classroom method leads students to learn independently, making students more actively involved in learning.

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“…Other measures might be added to motivate students to make their preparatory activities such as gamification or the own use of LA. For instance, gamification techniques (such as giving badges) based on the preparatory activities can encourage their correct completion . LA techniques (such as giving dashboards and compare their own performance with respect to others) can also motivate students to complete the activities .…”

Section: Related Workmentioning

confidence: 99%

A learning analytics tool for the support of the flipped classroom

Rubio-Fernández

Muñoz‐Merino

Kloos

2019

Comp Applic In Engineering

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Nowadays, there are quite a few experiences of the use of the flipped classroom (FC) in engineering education due to their advantages in comparison with the traditional methodology. The possibility of promoting students' active learning under the FC can lead to improvements in the learning outcomes. Nonetheless,there are several issues that arise when using the FC (such as the students' need of preparing the face-to-face lesson) that must be addressed. To take advantage of the whole potential of the FC, we propose the application of learning analytics (LA) to improve the FC. In particular, we define a methodology that proposes a set of recommended actions to be done to enhance a specific type of flipped classroom through LA. Moreover, we present a LA tool designed and implemented specifically for this methodology. This tool allows teachers to obtain relevant information needed to improve their FC experiences. The information is provided using several visualizations that are analyzed and explained in detail. We illustrate the use of the tool with students from engineering courses. K E Y W O R D Sactive learning, flipped classroom, interventions, learning analytics, methodology

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The Flipped MOOC: Using Gamification and Learning Analytics in MOOC Design—A Conceptual Approach

Cited by 47 publications

References 34 publications

Enhancing Fun through Gamification to Improve Engagement in MOOC

Enhancing Fun through Gamification to Improve Engagement in MOOC

Reinforcing Character Education and Nationalism among the Students in Indonesian School of Jeddah with Android-Based MIC (Multimedia Indonesian Culture) and Flipped Classroom Method

A learning analytics tool for the support of the flipped classroom

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