Understanding Students’ Motivation and Learning Strategies to Redesign Massive Open Online Courses based on Persuasive System Development

Salim, Mohamad Hidir Mhd; Mohamad, Nazlena; Taha, Mohamad

doi:10.14569/ijacsa.2019.0101233

Cited by 5 publications

(10 citation statements)

References 20 publications

(27 reference statements)

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“…This research provides a minor branch for investigating Chinese students' MOOC learning experiences. However, as Salim et al [37] point out, it's essential to examine how MOOCs affect students' motivation and involvement and how these aspects influence their academic success. Furthermore, despite our efforts to choose respondents from various educational backgrounds, future research should consider sample size and diversity.…”

Section: Discussionmentioning

confidence: 99%

To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning

2022

FER

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MOOC is becoming increasingly popular around the world. However, its status and effectiveness in higher education are still controversial. This study investigates Chinese postgraduate students' MOOC learning experiences (factors driving them to learn and future optimisation suggestions) on the Chinese University MOOC (iCourse) platform. By conducting semi-structured interviews with five Chinese graduate students, data was gathered. According to the findings, students choose to learn on MOOC because of its flexibility and their need for professional expertise. MOOC learning can be improved by providing more flexible courses, improving interactivity, and providing more assistance for learners. Future research could use larger samples to investigate students' learning accomplishments and the effectiveness of MOOC learning.

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Section: Discussionmentioning

confidence: 99%

To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning

2022

FER

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“…• MSLQ instrument provides study behaviors linked to motivational factors and learning strategies to be tested (Mhd Salim et al, 2019a). • Outcome: Evaluate the persuasive elements' effectiveness and repeat the second phase if the desired study behavior is not achieved.…”

Section: Measure the Impacts On Studentsmentioning

confidence: 99%

“…They can participate purposefully in learning after understanding their learning styles and attitudes (Magulod, 2019). Since each component in the MSLQ has unique study behaviors, researchers can use it to indicate a successful MOOCs system (Mhd Salim et al, 2019b). After selecting the appropriate study behavior, it is time to consider what keeps the students from doing the target behavior, whether due to a lack of motivation, skill, or a well-timed trigger.…”

Section: Phase 2: Persuasive E-learning Design Implementationmentioning

confidence: 99%

A Conceptual Persuasive Development Framework to Change Students’ Behaviour in Massive Open Online Courses: A Review

Mhd Salim,

Mohamad Ali,

Jalaludin

et al. 2023

IJLTER

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Some experts attribute the relatively low completion rates of Massive Open Online Courses (MOOCs) partly to user dissatisfaction with the system. Live instructors are absent from MOOCs due to their delivery through virtual learning platforms. A distinctive feature distinguishing MOOCs from other e-learning systems is the significantly higher ratio between users and instructors. Consequently, the main challenges include limited interaction between students and study materials and the heightened need for instructor guidance. Consequently, enhancing the design of the existing MOOCs system is imperative to create a more engaging learning experience. Previous studies have attempted to incorporate persuasive design elements into e-learning systems. However, these studies must integrate persuasive design with motivational factors and effective learning strategies to encourage student behavior change and increase student engagement. The present study utilizes prior literature to establish a conceptual framework for persuasive e-learning development, known as PEDAL, which integrates motivational factors, learning strategies, and persuasive design principles. The initial section of the paper introduces issues related to student motivation, learning strategies, the MOOCs platform, and the potential impact of persuasive technology on enhancing the effectiveness of MOOCs. The subsequent section elucidates the methodology employed for the literature search. The third section explains the mechanisms of the PEDAL framework and discusses relevant previous literature that contributed to its development. Finally, the last section outlines the framework's limitations and potential future improvement. The paper also outlines how the proposed conceptual framework can be applied to design an effective e-learning system.

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“…Persuasive technology has been used in various fields, such as ecommerce, health, and marketing. Persuasive technology is also applied in education by focusing on changes in learning www.ijacsa.thesai.org behavior towards students on e-learning [10]. According to the table below, Gram-Hansen and Sandra Burri (2012) identified nine persuasive design principles for system development.…”

Section: A Persuasive Technologymentioning

confidence: 99%

The Evaluation of a Persuasive Learning Tool using Think-Aloud Protocol

Rahman¹,

Salim²,

Ali³

2023

IJACSA

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Learning has become a platform for students to gain and expand their knowledge through mobile applications or web-based systems. Even though e-learning systems usually aim to facilitate students' understanding of the subject, some fail to convey the underlying learning outcomes. These circumstances emerge as most e-learning methods or tools fail to attract students to engage in their studies continuously. Therefore, to overcome the problem, the Persuasive Learning Objects and Technologies (PLOT) model comprises persuasive design elements for online learning, is developed. A web-based statistical analysis assistant system called TemanKajianKu (Study Buddy) has been developed based on PLOT elements to assist students in identifying the correct approach to conduct and analyze their experiment. This paper aims to evaluate users' experience and examine the effectiveness of the persuasive design elements of the system. Ten participants were involved in interviews using the Think-Aloud protocol method. The study results showed that most participants conveyed positive opinions by giving good feedback on the system design. Most also stated that the system could help them make decisions by utilizing persuasive elements such as reduction, social signal, tunnelling, tailoring, and selfmonitoring. This concludes that the Persuasive Learning Tool is effective in helping develop an e-learning application or webbased system that helps students in decision-making concerning their studies.

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Understanding Students’ Motivation and Learning Strategies to Redesign Massive Open Online Courses based on Persuasive System Development

Cited by 5 publications

References 20 publications

To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning

To MOOC or not to MOOC: An Empirical Study of Chinese Students’ MOOC Learning

A Conceptual Persuasive Development Framework to Change Students’ Behaviour in Massive Open Online Courses: A Review

The Evaluation of a Persuasive Learning Tool using Think-Aloud Protocol

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