publication . Conference object . 2017

How can Gamification Improve MOOC Student Engagement?

Khalil, M.F.D.; Ebner, Martin; Admiraal, Wilfried; Pivec, M.; Grundler, J.;
Open Access English
  • Published: 04 Oct 2017
  • Publisher: Curran Associates, Inc.
  • Country: Netherlands
Abstract
Massive Open Online Courses (MOOCs) require students’ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A key result of research in the past couple of years has proved that students’ engagement in MOOCs is strongly related to their activities online. These activities are related ...
Subjects
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
free text keywords: gamification, massive open online courses (MOOCs), learning analytics, motivation, retention, dropout
Download from
TU Delft Repository
Conference object . 2017
Provider: NARCIS
27 references, page 1 of 2

Archambault, I., Janosz, M., Fallu, J.S. and Pagani, L.S., 2009. Student engagement and its relationship with early high school dropout. Journal of adolescence, 32(3), pp.651-670. [OpenAIRE]

Balakrishnan, G. and Coetzee, D., 2013. Predicting student retention in massive open online courses using hidden markov models. Electrical Engineering and Computer Sciences University of California at Berkeley.

Carini, R.M., Kuh, G.D. and Klein, S.P., 2006. Student engagement and student learning: Testing the linkages. Research in higher education, 47(1), pp.1-32.

Chang, J.W. and Wei, H.Y., 2016. Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Educational Technology & Society, 19(2), pp.177-203.

Cormier, D. and Siemens, G., 2010. The open course: Through the open door--open courses as research, learning, and engagement. Educause Review, 45(4), p.30.

Deterding, S., Dixon, D., Khaled, R. and Nacke, L., 2011. From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, (pp. 9-15). ACM.

Ebner, M., Schön, S., Käfmüller, K., 2015. Inverse Blended Learning bei „Gratis Online Lernen“ - über den Versuch, einen Online-Kurs für viele in die Lebenswelt von EinsteigerInnen zu integrieren. In Digitale Medien und Interdisziplinarität. Nistor, N. & Schirlitz, S. (Hrsg). Waxmann, Medien in der Wissenschaft Bd 68. pp. 197-206. [OpenAIRE]

Gené, O.B., Núñez, M.M. and Blanco, Á.F., 2014. Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215-220). ACM.

Gené, O.B., Núñez, M.M. and Blanco, Á.F., 2016. New Challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1), pp.501-512.

Handelsman, M.M., Briggs, W.L., Sullivan, N. and Towler, A., 2005. A measure of college student course engagement. The Journal of Educational Research, 98(3), pp.184-192. [OpenAIRE]

Hansen, J.D. and Reich, J., 2015. Socioeconomic status and MOOC enrollment: enriching demographic information with external datasets. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 59- 63). ACM.

Hew, K.F., 2016. Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), pp.320-341. [OpenAIRE]

Hsu, S.H., Chang, J.W. and Lee, C.C., 2013. Designing attractive gamification features for collaborative storytelling websites. Cyberpsychology, Behavior, and Social Networking, 16(6), pp.428-435.

Khalil, M. and Ebner, M., 2015. A STEM MOOC for school children-What does learning analytics tell us?. In the International Conference on Interactive Collaborative Learning 2015 (ICL) (pp. 1217-1221). IEEE.

Khalil, M. and Ebner, M., 2017. Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework. Zeitschrift für Hochschulentwicklung, 12(1), pp.101-122.

27 references, page 1 of 2
Abstract
Massive Open Online Courses (MOOCs) require students’ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A key result of research in the past couple of years has proved that students’ engagement in MOOCs is strongly related to their activities online. These activities are related ...
Subjects
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
free text keywords: gamification, massive open online courses (MOOCs), learning analytics, motivation, retention, dropout
Download from
TU Delft Repository
Conference object . 2017
Provider: NARCIS
27 references, page 1 of 2

Archambault, I., Janosz, M., Fallu, J.S. and Pagani, L.S., 2009. Student engagement and its relationship with early high school dropout. Journal of adolescence, 32(3), pp.651-670. [OpenAIRE]

Balakrishnan, G. and Coetzee, D., 2013. Predicting student retention in massive open online courses using hidden markov models. Electrical Engineering and Computer Sciences University of California at Berkeley.

Carini, R.M., Kuh, G.D. and Klein, S.P., 2006. Student engagement and student learning: Testing the linkages. Research in higher education, 47(1), pp.1-32.

Chang, J.W. and Wei, H.Y., 2016. Exploring Engaging Gamification Mechanics in Massive Online Open Courses. Educational Technology & Society, 19(2), pp.177-203.

Cormier, D. and Siemens, G., 2010. The open course: Through the open door--open courses as research, learning, and engagement. Educause Review, 45(4), p.30.

Deterding, S., Dixon, D., Khaled, R. and Nacke, L., 2011. From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, (pp. 9-15). ACM.

Ebner, M., Schön, S., Käfmüller, K., 2015. Inverse Blended Learning bei „Gratis Online Lernen“ - über den Versuch, einen Online-Kurs für viele in die Lebenswelt von EinsteigerInnen zu integrieren. In Digitale Medien und Interdisziplinarität. Nistor, N. & Schirlitz, S. (Hrsg). Waxmann, Medien in der Wissenschaft Bd 68. pp. 197-206. [OpenAIRE]

Gené, O.B., Núñez, M.M. and Blanco, Á.F., 2014. Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 215-220). ACM.

Gené, O.B., Núñez, M.M. and Blanco, Á.F., 2016. New Challenges for the motivation and learning in engineering education using gamification in MOOC. International Journal of Engineering Education, 32(1), pp.501-512.

Handelsman, M.M., Briggs, W.L., Sullivan, N. and Towler, A., 2005. A measure of college student course engagement. The Journal of Educational Research, 98(3), pp.184-192. [OpenAIRE]

Hansen, J.D. and Reich, J., 2015. Socioeconomic status and MOOC enrollment: enriching demographic information with external datasets. In Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 59- 63). ACM.

Hew, K.F., 2016. Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), pp.320-341. [OpenAIRE]

Hsu, S.H., Chang, J.W. and Lee, C.C., 2013. Designing attractive gamification features for collaborative storytelling websites. Cyberpsychology, Behavior, and Social Networking, 16(6), pp.428-435.

Khalil, M. and Ebner, M., 2015. A STEM MOOC for school children-What does learning analytics tell us?. In the International Conference on Interactive Collaborative Learning 2015 (ICL) (pp. 1217-1221). IEEE.

Khalil, M. and Ebner, M., 2017. Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework. Zeitschrift für Hochschulentwicklung, 12(1), pp.101-122.

27 references, page 1 of 2
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