The Gamification Element Selection Method

Chernbumroong, Suepphong; Sureephong, Pradorn; Tongpaeng, Yootthapong

doi:10.1109/ecti-ncon.2019.8692228

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Therefore, it means that people love to use gamification in MOOC because of the game's challenge. There are three phases of gamification : setting up of the business goals (preparation), the use of game elements, the systems and running it (Chembumroong, Sureephong and Tongpaeng, 2019).…”

Section: Gamification In Moocmentioning

confidence: 99%

“…Educators need to be creative to engage their learners to learn, so the trend of using Gamification in MOOCs was applied to make different learning experiences in MOOCs (Saraguro-Bravo, Jara-Roa, & Agila-Palacios, 2016)(Ortega-Arranz, Kalz, & Martinez-Mones, 2018). There are three phases of gamification : setting up of the business goals (preparation), the use of game elements, the systems and running it (Chembumroong, Sureephong, & Tongpaeng, 2019).Gamification used in MOOC to increase participants motivation, personalization, and promote interactivity among participants (Pursel, Zhang, Jablokow, Choi, & Velegol, 2016)(Gil-quintana, Camarero-cano, & Cantillo-valero, 2017 (Fu, He, & Qingxu, 2018) (Subhash & Cudney, 2018). Most of games are fun and motivate the students to learn (Hamari, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Gamification in MOOC: A systematic literature review

Karsen

Masrek

Uzir

et al. 2022

E-BPJ

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Research related to Gamification in MOOCs and the elements that support them has gained popularity and received particular attention in the last decade. Gamification in MOOC has several elements and goals to increase learner engagement, learner retention, and learner motivation to complete the course. This research uses a qualitative method with a systematic literature review approach to answer the research questions. This research resulted in 21 research papers on MOOC gamification. The purpose of the study is to identify gamification elements, the type of MOOC, and the impact of gamification in MOOC to optimize the completion rate of the course. Keywords: Massive Open Online Course; MOOC; Gamification; Gamification Element; Systematic Literature Review eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behavior Researchers), ABRA (Association of Behavioral Researchers on Asians), and cE-Bs (Centre for Environment-Behavior Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Section: Gamification In Moocmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Gamification in MOOC: A systematic literature review

Karsen

Masrek

Uzir

et al. 2022

E-BPJ

View full text Add to dashboard Cite

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“…Ranking in leaderboard is perceived as a social reward when the learner performs well [19]. Added game elements in MOOCs such as points, badges, or trophy is also a popular concept that fostered learners' motivation by offering non-physical rewards [20]. In contrast, the non-monetary reward is represented as a physical object or extrinsic reward that the learner is able to redeem from the online platform.…”

Section: Types Of Non-monetary Rewardsmentioning

confidence: 99%

The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses

Sureephong

Dahlan

Chernbumroong

et al. 2020

Int. J. Emerg. Technol. Learn.

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A challenge for organizations is to increase employee performance and motivation, since the most crucial asset of every organization is manpower. Many companies and factories have started implementing online training platforms under the concept of “Massive Open Online Courses (MOOCs)” in their workplace to foster employee performance. Previously, the mobile application called “HSC MOOC” which is provided by the Halal Science Center, Chulalongkorn Univer-sity, Thailand functioned as a solution that encourages self-learning on online platforms at companies in Thailand. However, the main barrier or risk that occurs when implementing an online platform is the user’s motivation, since the dropout rate is considered as a serious issue regarding MOOCs. Thus, incentive and re-ward were added to online training programs which aimed to motivate employees. Many types of rewards were provided for employees who had met their own company’s expectations. Recently, psychology research papers have illustrated that non-monetary rewards seem to provide greater results on the side of employee’s motivation. However, not all types of non-monetary rewards provide positive impact on employee’s motivation. Therefore, the aim of this research is to present the effect of different non-monetary rewards on employee performance. Ninety volunteer employees from a food manufacturing company in Chiang Mai, Thailand participated in this research. The experiment was divided into two sections. The first section aimed to measure the motivation of employees which based on different non-monetary rewards. The questionnaire for measuring Valence, Instrumentality, and Expectancy variables (VIE theory) was deployed to test employee motivation in 3 different groups; “Tangible Non-Monetary Re-wards”, “Social Non-Monetary Rewards” and “Job Related Non-Monetary Re-wards”. The test consisted of 10 items using a 5-point Likert scale. The second experiment aimed to reveal which type of non-monetary reward is the most suitable for motivating employees in participating and completing the course in MOOCs. Participants in different groups were assigned to learn via MOOCs on their mobile device within a period of 30 days. Different types of non-monetary rewards were provided only for participants who had completed certain conditions in MOOCs. The overall results showed that the group of tangible non-monetary rewards reached the significant highest score on the VIE questionnaire and over 60% of participants exposed to tangible non-monetary rewards completed the course’s conditions in MOOCs.

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“…In addition to design, it is necessary to identify appropriate gamification components to enhance the efficacy of MOOC design, particularly in professional MOOC development. Consequently, the MARC framework has been introduced to guide how to create a MOOC that can sustain student motivation in completing the course (Chernbumroong et al, 2019;Saputro et al, 2019). Constructed upon the MARC Framework, GMOOC is a gamification-driven MOOC platform designed to boost students' motivation to complete the course.…”

Section: Introductionmentioning

confidence: 99%

Elevating Student Motivation: Constructing a Gamified Massive Open Online Courses using the MARC Framework

Saputro,

Salam

2024

J. Educ. Technol.

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Education is undergoing a profound revolution in the current era of digital technology, primarily due to the implementation of Massive Open Online Courses (MOOCs). These courses have facilitated worldwide accessibility to education of exceptional quality, transcending geographical and institutional limitations. This study aims to evaluates the implementation of gamification in Massive Open Online Courses (MOOCs) to enhance students' intrinsic motivation and graduation rates. Facing the challenge of low graduation rates in MOOCs, this study designed and implemented a Gamified MOOC (GMOOC) platform using a new gamification framework, MARC. Through an experimental method, this study involved 101 students and collected data through a questionnaire based on the Instructional Materials Motivation Survey (IMMS) and ARCS Model. The data was analyzed using Structural Equation Modelling (SEM), and the results showed that all MARC variables have high reliability and positively impact students' intrinsic motivation, with the Autonomy variable having the most significant impact. This study underlines the importance of a gamification framework in enhancing motivation and graduation rates in MOOCs, as well as the importance of considering the correct design elements and gamification components in the development of MOOCs. This study provides significant implications for developing and implementing effective and engaging MOOCs.

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The Gamification Element Selection Method

Cited by 6 publications

References 8 publications

Gamification in MOOC: A systematic literature review

Gamification in MOOC: A systematic literature review

The Effect of Non-Monetary Rewards on Employee Performance in Massive Open Online Courses

Elevating Student Motivation: Constructing a Gamified Massive Open Online Courses using the MARC Framework

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