Techno-instructional application in a MOOC designed with gamification techniques

Saraguro-Bravo, Rodrigo; Jara-Roa, Dunia Ines; Agila-Palacios, Martha Vannesa

doi:10.1109/icedeg.2016.7461717

Cited by 10 publications

(8 citation statements)

References 1 publication

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“…H1: The teamwork [20]- [22] has a positive effect on academics' behavior towards the enhancement of research productivity. The teamwork can be interpreted as cooperation between members in a team that is complementary to achieve mutually agreed goals.…”

Section: Resultsmentioning

confidence: 99%

A gamification framework for research productivity enhancement on the higher education institution

Sanmorino

Marnisah

Sunardi

2021

IJERE

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The condition of research productivity in higher education institutions in Indonesia is still not ideal. Departing from this problem, this paper aims to contribute in the form of a framework used as the main alternative in optimizing research productivity, including the number of publications in higher education institutions. The mechanism proposed is a framework that uses designs derived from games or better known as gamification. Based on the preliminary testing of the proposed framework, it shows that each construct of the framework has a positive impact on research productivity enhancement as the final goal. One of the constructs is Network has a positive impact of 0.415 on Behavior, the Behavior has a positive impact of 0.403 on research productivity enhancement. This also applies to other constructs. Except for the Points that donot have good reliability, it will become homework in future studies.

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Section: Resultsmentioning

confidence: 99%

A gamification framework for research productivity enhancement on the higher education institution

Sanmorino

Marnisah

Sunardi

2021

IJERE

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“…To be more concrete, the collection of game design patterns [29] we refer to is rarely used, authors often prefer to employ more simple game elements, like points, badges, and leaderboards (PBL). For instance, to foster motivation, external rewards and social comparison mechanism are often preferred, mainly in the shapes of badges and leaderboards [30]- [33].…”

Section: Gamification Design Of Mooc: a Summary Of The State Of The Artmentioning

confidence: 99%

Get Gamification of MOOC right!

Antonaci¹,

Klemke

Kreijns³

et al. 2018

IJSG

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The social and individual aspects of MOOCs are two sides of the same coin. However, while the majority of MOOC designs do not valorise the potential that a massive audience could bring in, several studies highlight the solo-mission mode of MOOC users’ experience. Based on implementation intention, social presence, social influence and flow theory we conceptualise our gamification design of MOOCs that embraces their social and individual aspects. We present the gamification design process, our theoretical framework, the quantitative and qualitative results of our study to identify the most suitable game elements, their conceptual design, and our recommendations. Our findings enable designers of gamification and MOOCs as well, to see these two phenomena under a new light, by referring to new theories and new game elements that were not being considered before in the design of a gamified MOOC aiming at enhancing users’ goal achievement and engagement.

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“…several ways to combine MOOCs with gamification have been proposed by Gené et al [33]; Tan [34], [35]; Willems et al [36]; BorrasGene et al [37]; Chauhan et al [38]; Saraguro-Bravo et al [38]; Mesquita et al [39]; and Krause et al [40].…”

Section: Examples On Gamified Moocsmentioning

confidence: 99%

“…Theoretical ideas on the application of gamification in MOOCs are developed by Saraguro-Bravo et al [40]. The authors propose a focus on MOOC participants' profiles for designing game mechanics that could enable users' motivation and learning performance enhancement.…”

Section: Examples On Gamified Moocsmentioning

confidence: 99%

Gamification in MOOCs to enhance users' goal achievement

Antonaci

Klemke

Stracke

et al. 2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-Gamification in engineering education has been applied with success in the last years. Also, Massive Open Online Courses (MOOCs) are recognized as a good strategy to enhance engineering education. Nevertheless, MOOCs have two main weaknesses: first, lack of addressing personal goals; and second, low completion rates in comparison to the number of registrations to the MOOCs. To improve learning experiences in MOOCs and to strengthen self-regulated personalized learning we propose the application of gamification in MOOCs. Our assumption is that MOOC learners will better succeed in achieving their goals if they can individually personalize and plan their learning paths through gamification. This assumption is based on the implementation intention theory which claims that people who foster their goal intentions with implementation intentions are comparatively more successful in their personal goal achievements. Based on a preliminary literature review this article presents and arguments on our research idea on how to apply gamification to enhance MOOC users' goal achievement. Besides, it introduces a new perspective on MOOC completion rates based on the user intention and a new way of measuring it via the Personal Goal Achievement Ratio (PGAR) and the Overall Goal Achievement Ratio (OGAR).

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Techno-instructional application in a MOOC designed with gamification techniques

Cited by 10 publications

References 1 publication

A gamification framework for research productivity enhancement on the higher education institution

A gamification framework for research productivity enhancement on the higher education institution

Get Gamification of MOOC right!

Gamification in MOOCs to enhance users' goal achievement

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