Evaluating Learner Engagement with Gamification in Online Courses

Abstract

Several reasons underlie the low retention rates in MOOCs. These reasons can be analysed from different perspectives, either in terms of the course design or the enrolled students. On the student side, we find little social interaction, boredom, tiredness, and a lack of motivation and time. These challenges can be addressed by adaptive gamification that proposes the design of personalised, hedonic learning experiences. Studies to date have adopted either the one-fits-all approach or the adaptive approach. Nevertheless, the adaptive solutions have considered a static player profile throughout the entire experience. This paper presents the design and evaluation of a dynamic adaptive gamification approach which—based on students’ interactions with game elements and also their opinions about these elements—dynamically updates the students’ player profile to better figure out which game elements suit them. We evaluated the engagement of students with gamification elements by means of a course composed of a knowledge "pill" related to the topic of “recycling plastics from the sea”, offered through the nanoMOOCs learning platform. We propose metrics such as the mean number of interactions with the gamification dashboard, the time spent by participants with game elements, and the opinions of students about these elements to compare the Dynamic Adaptive Gamification (DynamicAG) and the Static Adaptive (StaticAG) approaches. An experimental study with 66 high school students showed significant differences between both approaches. Specifically, the DynamicAG group spent twice as much time with the Dashboard than the StaticAG group. Moreover, students in the DynamicAG group were more engaged with game elements (mean number of interactions = 12.13) than those in the StaticAG group (mean number of interactions = 3.21).

Applying a New Game Element Called Backward Grading For Student Engagement

“…In online courses, learner engagement is increased by adaptive gamification [26]. In adaptive gamification, gamification is designed according to the learner profiles.…”

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

“…Gamification has emerged as a dynamic and transformative concept in education (Landers, 2014;Ofosu-Ampong et al, 2020;Woodcock & Johnson, 2018) that integrates gaming elements into nongame environments, especially education, to enhance engagement (Puig et al, 2023;Schöbel et al, 2020). Rooted in Self-Determination Theory (SDT) Deci et al, 1996), gamification aligns with human needs for autonomy and competence (Boekaerts & Cascallar, 2006;Hu & Zhang, 2017;Johnson & Davies, 2014).…”

“…Gamification's multifaceted benefits include heightened engagement, achievement motivation, and autonomous learning support (Schöbel et al, 2020;Woodcock & Johnson, 2018). By creating dynamic learning environments where learners actively participate and compete, gamification can foster a sense of accomplishment, encouraging students to strive for personal growth and achievement (Afrilyasanti & Cahyono, 2022;Bovermann & Bastiaens, 2020;Puig et al, 2023). Furthermore, gamification's motivational impact is crucial for fostering autonomous learning via SDL.…”

“…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).…”

Can Occupational Stress be Reduced by Gamification? A Study of Newcomers

“…This interaction can be referred to as the engagement and activities of individuals with game-like features integrated into nongame contexts. It can be measured in ways such as the frequency of interaction with gamification elements or the overall time spent engaging with them (e.g., Puig, 2023). Current research not only explores interaction with these elements but also emphasizes the diverse experiences they elicit (e.g., Huotari & Hamari, 2017;Högberg et al, 2019).…”