Meaningful Gamification in Moocs. Designing and Examining Learner Engagement in the Open Virtual Mobility Learning Hub

Buchem, Ilona; Carlino, Chiara; Amenduni, Francesca; Poce, Antonella

doi:10.21125/inted.2020.1661

Cited by 6 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings indicate that self-observation influences individuals' willingness to self-regulate their learning behavior. According to one informant, the ability to observe their progress while using the platform serves as a motivating factor and is considered a crucial aspect of gamification in microlearning platforms (Buchem et al, 2020). When gamification elements are integrated into the platform, self-observation becomes even more effective in enhancing the utilization of the microlearning platform.…”

Section: Discussionmentioning

confidence: 99%

“…3.2.1 Self-observation. Self-observation refers to employees' ability to monitor their behavior and progress toward their goals (Breevaart, Bakker, & Demerouti, 2014), while gamification is a common element in digital-microlearning environments (Buchem, Carlino, Amenduni, & Poce, 2020). Gamification uses game-based mechanics, aesthetics, and thinking to engage, motivate and promote learning, motivating learners to engage with the content using gaming elements such as interactivity, feedback and challenges in a nongame context (Kapp, 2012).…”

Section: Behavioral Influencesmentioning

confidence: 99%

“…Self-evaluation involves taking action to adjust one's learning performance (Panadero et al, 2017). Direct feedback, which individuals receive from a microlearning platform, is a form of self-evaluation that is particularly effective through gamification (Buchem et al, 2020). For example, it could be a green checkmark for a correct answer, a gold star for finishing a level or a red flag indicating something missing from an answer.…”

Section: Behavioral Influencesmentioning

confidence: 99%

See 2 more Smart Citations

A study of employees’ utilization of microlearning platforms in organizations

Karlsen,

Balsvik,

Rønnevik

2023

TLO

View full text Add to dashboard Cite

Purpose This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations. Design/methodology/approach The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants. Findings The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content. Originality/value The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Behavioral Influencesmentioning

confidence: 99%

Section: Behavioral Influencesmentioning

confidence: 99%

See 1 more Smart Citation

A study of employees’ utilization of microlearning platforms in organizations

Karlsen,

Balsvik,

Rønnevik

2023

TLO

View full text Add to dashboard Cite

show abstract

“…One of the other factors affecting student engagement in MOOCs settings is the gamification of the learning process. There are opinions that gamification ensures course engagement and student continuity throughout the course (Antonaci et al, 2019;Buchem et al, 2020;Morales et al, 2016;Ortega-Arranz et al, 2018;Vaibhav & Gupta, 2014). However, contrary to these views, Hagedorn et al (2022) stated in their study that gamification in the MOOC environment caused a partial distraction in some students.…”

Section: Internal Factors Affecting Engagement In Moocsmentioning

confidence: 93%

Kitlesel Açık Çevrimiçi Ders Ortamlarında Öğrenci Katılımı

UÇAR>

Sarıtepeci

2022

ITALL

View full text Add to dashboard Cite

Günümüzde artan nüfus, hayat boyu eğitime verilen önemin artması, sürekli eğitim ihtiyacı gibi faktörler eğitim ortamlarının değişime uğramasına yol açmıştır. Özellikle zaman ve mekan konusunda sınırlılıkları olan eğitim isteklileri için kitlesel açık çevrimiçi dersler ve uzaktan eğitim ortamları büyük kolaylık sağlamaktadır. Ancak literatürde kitlesel açık çevrimiçi ortamlarda sıklıkla kursu tamamlayamama ve katılımın azalması gibi olumsuz durumlar belirtilmiştir. Buradan yola çıkarak Web of Science veri tabanında yer alan kitlesel açık çevrimiçi dersler ve öğrenci katılımı başlıklarını içeren 60 adet makale betimsel tarama yöntemi kullanılarak incelenmiştir. Bulgular başlığı altında çalışmaların yıllara göre, türlerine göre, yayınlandıkları alana göre, web of science indexlerine göre dağılımları ve çalışmalarda kullanılan anahtar sözcüklere yer verilmiştir. Kitlesel Açık Çevrimiçi Ortamlarda öğrenci katılımını doğrudan etkileyen faktörler, katılımı sağlayabilecek ve devam ettirebilecek çözüm önerileri ve katılımı düşüren yönde sıklıkla bahsedilen engeller sunularak çözüm önerileri tartışılmıştır.

show abstract