The Implementation of Gamification in Massive Open Online Courses (MOOC) Platform

Bakar, Nur Fatihah Abu; Yusof, Azita Laily; Iahad, Noorminshah A.; Ahmad, Norasnita

doi:10.1007/978-981-13-1628-9_17

Cited by 14 publications

(27 citation statements)

References 35 publications

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“…Both Gametize mobile and the desktop platform were used for the training. Gametize is a gamification mechanics that is used for interactive challenges from quizzes, photo prediction student's engagement through storytelling, badges and levels in order to create competition, collaboration among teams and also to motivate clients/student with points and amazing rewards [1]. We used Gametize (mobile and desktop platform) to create an application in form of GLE.…”

Section: Participants and Proceduresmentioning

confidence: 99%

The Adoption of Students' Hedonic Motivation System Model to Gamified Learning Environment

Oluwajana

Idowu

Nat

et al. 2019

J. theor. appl. electron. commer. res.

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The acceptance of gamified learning environment is rapidly becoming inevitable in educational learning environment. This gives a widespread popularity by deploying Gamification in to present day curriculum as part of a new educational technology tool. This study addresses perception and usage of gamified learning environment from hedonic motivation perspective through incorporating the Hedonic-Motivation System Adoption Model to Gamified Learning Environment. In this study, a model was developed and tested using a Structure Equation Modelling technique. The results show that perceived usefulness, perceived ease of use, enjoyment and control all have a significant positive relationship with behavioural intention of use and focused immersion which indicates that the acceptance of Gamified Learning Environment could serve as a new educational tool to expedite the improvement of pedagogical and instructional technology. Also, increases students' motivation and engagement in learning. On the contrary, we also found a negative relationship exists between enjoyment and focused Immersion. Possible research on the effect of enjoyment on focused immersion in gamification could be another area of concentration. In this study, aside from the introduction, the literature explains the adoption of the gamified learning environment and the hedonic motivation model at the end, the analysis and interpretation of our methodology were discussed.

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Section: Participants and Proceduresmentioning

confidence: 99%

The Adoption of Students' Hedonic Motivation System Model to Gamified Learning Environment

Oluwajana

Idowu

Nat

et al. 2019

J. theor. appl. electron. commer. res.

View full text Add to dashboard Cite

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“…Currently, there are some systems and applications providing instructors with support in the orchestration of reward-based strategies in MOOC environments. However, most of these works: propose ad-hoc systems or solutions tied to a specific technology or MOOC platform (e.g., [267,21]); do not provide enough flexibility in the digital representation 5 According to Hernández-Leo (2007) [122], learning design aims to enable the creation of complete, abstract and portable descriptions of any pedagogical approach taken in a course (or part of a course) which can be realized by a compliant system. 6 For the sake of clarification, we refer to affordable orchestration as the level to which practitioners perceive that the extra workload added by including gamification strategies is balanced with the expected benefits.…”

Section: Motivationmentioning

confidence: 99%

“…Yet, the number of publications in journals is low, suggesting that research on gamification in MOOCs is starting to be considered as an important topic inside the TEL area but still needs to grow up. • The forums where gamification in MOOC research is often published are: eMOOCs 19 (6) , EDUCON 20 (4), EC-TEL 21 (2), ECGBL 22 (2) , GALA 23 (2), MiTE 24 (2), TEEM 25 (2) and EITT 26 (2). 19 European MOOCs Stakeholders Summit.…”

Section: Rq1 Distribution and Type Of Publicationsmentioning

confidence: 99%

“…20 IEEE Global Engineering Education Conference. 21 European Conference on Technology-Enhanced Learning. 22 European Conference on Game-Based Learning.…”

Section: Rq1 Distribution and Type Of Publicationsmentioning

confidence: 99%

“…Accordingly, 8 publications ranging from 2014 to 2018 and describing 5 different gamification systems intended for MOOC environments were identified: iMOOX [280], OpenHPI [268,267], SBGF [40], MyMOOCSpace [227,228,226], and Gametize-based system [21].…”

Section: Systemsmentioning

confidence: 99%

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Supporting Practitioners in the Gamification of MOOCs through Reward-Based Strategies

Arranz¹

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Massive Open Online Courses (MOOCs) have been established as a complement or alternative to other more traditional forms of teaching and learning (e.g., face-to-face, blended learning). Despite their relevant benefits (e.g., open access to education from prestigious universities), student disengagement has been identified as an important shortcoming, contributing to high drop out rates. In order to overcome this problem, rewardbased gamification has been proposed as a promising strategy to increase student engagement in MOOCs, following its success in other small-scale educational contexts. However, the addition of gamification strategies implies a number of orchestration tasks (e.g., design, instantiation, management) that have to be carried by course practitioners (instructional designers, instructors, teacher assistants, etc.). Given this context, this dissertation aims to support MOOC practitioners in the design, instantiation and management of reward-based strategies in MOOC environments to promote students' engagement. To this end, this dissertation proposes the attainment of three goals by following the System Design Research Methodology.The first goal deals with understanding whether reward-based strategies provide fruitful effects on student engagement in MOOCs. The distinctive features of MOOCs (e.g., massive number of participants, participants' background heterogeneity, asynchronous interaction) might compromise the benefits observed in small-scale educational environments. A systematic literature review performed within the context of this dissertation, revealed a lack of empirical studies performed in real MOOC environments, thus hindering the understanding of how these strategies affect student engagement. In this sense, three empirical studies were carried out in the context of this dissertation. The three studies involved MOOCs that incorporated reward-based strategies, helping understand their effects, and gaining insights about potential design guidelines that might eventually be used by practitioners in the design of future MOOCs.The second goal refers to the need of providing practitioners with computer-interpretable models to represent MOOC learning designs, incorporating reward-based strategies, thus supporting their automatic instantiation and management (e.g., reward-issuing procedure). A feature analysis of MOOC platforms and gamification systems identified their limited support regarding the representation of reward-based strategies in MOOC platforms' native tools. Given this context, this dissertation presents a data model (GamiTool-DM) that supports the computer-interpretable representation of reward-based strategies in MOOCs with a fine-grained level of detail, thus allowing to align practitioners' gamification purposes with the course pedagogical goals.The aforementioned feature analysis also revealed that current MOOC platforms and gamification systems present some limitations regarding the cognitive and timely affordable orchestration of these strategies (e.g., usable authoring to...

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Determinants of continuance intention to use gamification applications for task management: an extension of technology continuance theory

Foroughi

Iranmanesh

Kuppusamy

et al. 2023

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Purpose Gamification applications (apps) are gaining great attention in many contexts and have grown increasingly. Despite their significant role in many settings, prior research mainly focused on initial adoption, and there are limited studies on the post-adoption stage. This study aims to explore the factors influencing individuals’ continuance intention to use gamified task manager apps, drawing on the technology continuance theory (TCT) by integrating enjoyment, habit and social influence. Design/methodology/approach Data were obtained from 318 Malaysian who had prior experience with task management gamified apps and analysed with the partial least squares approach. Findings According to the results, confirmation, perceived usefulness (PU) and enjoyment positively influence satisfaction. PU, enjoyment, satisfaction and social influence affect attitude, while the result failed to confirm the association between perceived ease of use and attitude. Furthermore, PU, attitude and habit are strong determinants of users’ continuance intention. Moreover, continuance intention was not predicted by users’ satisfaction and social influence. Practical implications The findings provide directions for developers and marketers of gamified task manager apps. Besides the technological and functional benefits of applications, they should also consider social, hedonic and individual factors in the designing and marketing stages. Originality/value This study extends the literature by assessing the determinants of continuous intention to use gamified task manager apps; and extending the TCT in the context of gamification by incorporating three contextual factors, namely, perceived enjoyment, social influence and habit.

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The Implementation of Gamification in Massive Open Online Courses (MOOC) Platform

Cited by 14 publications

References 35 publications

The Adoption of Students' Hedonic Motivation System Model to Gamified Learning Environment

The Adoption of Students' Hedonic Motivation System Model to Gamified Learning Environment

Supporting Practitioners in the Gamification of MOOCs through Reward-Based Strategies

Determinants of continuance intention to use gamification applications for task management: an extension of technology continuance theory

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