A gamification framework to enhance students’ intrinsic motivation on MOOC

Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform

Understanding student behavior and perceptions toward earning badges in a gamified MOOC

Producción CientíficaDespite the advantages of MOOCs, such as the open and free access to education, these courses are criticized for students’ lack of motivation and their high dropout rates. Gamification is a technique used to increase student motivation and engagement in small-scale educational contexts. However, the effects of gamification on student engagement have been scarcely explored in MOOC environments, and the findings so far are inconsistent. To address this gap, this research work examines the students’ behavior toward earning badges and how it relates to their engagement in a gamified MOOC. According to the results, the behaviors toward badges of the active students were generally positive and significantly correlated with other variables measuring their engagement (e.g., pageviews, submitted tasks, forum posts), although this positive behavior seems to decrease throughout the course. Additionally, students that reported high motivation by badges at the end of the course showed a higher engagement level than those that were not appealed by badges.European Regional Development Fund, under project grants TIN2014-53199-C3-2-R and TIN2017-85179-C3-2-RJunta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. Project VA082U16 and VA257P18)European Commission, under project grant 588438-EPP-1-2017-1-EL-EPPKA2-KA

Thematic Trends Around Gamification in MOOC: A Bibliometric Analysis

Currently, educational systems have assumed a relevant role in developing knowledge and strengthening skills in individuals, an aspect that has become a determining factor for the advancement of society. However, these systems present constant challenges, especially influenced by the advance in information and communication technologies, access to the Internet, and mobile devices, which implies transformations in the new paradigms of teaching and learning methodologies. In this scenario, gamification has been one of the strategies used within virtual learning environments such as MOOCs to increase student motivation in the development of courses. In the last decade, interest in this topic has been evidenced. Therefore, this study aims to identify the main research trends in studies on gamification in MOOCs in the last ten years. For this purpose, a bibliometric analysis was carried out using the Scopus database, from which 265 publications were obtained. The main actors (authors and journals) most cited and thematic trends were identified based on the recurrence of keywords. Among the findings, it was identified that researchers are interested in e-Learning, motivation, online learning, serious games, student engagement, badges and rewards, and the use of the Internet as a tool for learning.info:eu-repo/semantics/publishedVersio

To reward and beyond: Analyzing the effect of reward-basedstrategies in a MOOC

Producción CientíficaDespite the benefits of MOOCs (e.g., open access to education offered by prestigious universities), the low level of student engagement remains as an important issue causing massive dropouts in such courses. The use of reward-based gamification strategies is one approach to promote student engagement and prevent dropout. However, there is a lack of solid empirical studies analyzing the effects of rewards in MOOC environments. This paper reports a between-subjects design study conducted in a MOOC to analyze the effects of badges and redeemable rewards on student retention and engagement. Results show that the implemented reward strategies had not significant effect on student retention and behavioral engagement measured through the number of pageviews, task submissions, and student activity time. However, it was found that learners able to earn badges and redeemable rewards participated more in gamified tasks than those learners in the control group. Additionally, results reveal that the participants in the redeemable reward condition requested and earned earlier the rewards than those participants in the badge condition. The potential implications of these findings in the instructional design of future gamified MOOCs are also discussed.Ministerio de Ciencia, Innovación y Universidades (projects TIN2017-85179-C3-2-R / TIN2014-53199-C3-2-R)Junta de Castilla y León (project VA257P18)European Commission (project 588438-EPP-1-2017-1-EL- EPPKA2-KA

Gamification and Advanced Technology to Enhance Motivation in Education

This book, entitled “Gamification and Advanced Technology to Enhance Motivation in Education”, contains an editorial and a collection of ten research articles that highlight the use of gamification and other advanced technologies as powerful tools for motivation during learning. Motivation is the driving force behind many human activities, especially learning. Motivated students are ready to make a significant mental effort and use deeper and more effective learning strategies. Numerous studies indicate that playing promotes learning, since when fun pervades the learning process, motivation increases and tension is reduced. Therefore, games can be very powerful tools in the improvement of learning processes from three different and complementary perspectives: as tools for teaching content or skills, as an object of the learning project itself and as a philosophy to be taken into account when designing the training process. Each contributions presented in this book falls into one of these categories; that is to say, they all deal with the use of games or related technologies, and they all study how playing enhances motivation in education

Easiness, usefulness and intention to use a MOOC in nursing

Background: The growing ageing population and the increasing prevalence of non-communicable diseases call for innovation and healthcare mastered professional skills. Emerging digital learning contents envisioning to complement education, lifelong learning and in-service training. The use of digital platforms allows nurses to access contents in several formats, enabling the required pedagogical autonomy and personal time management. This allows nurses to enrol in education wherever accessible, reducing personal and professional costs and ensuring high-quality standards. Objectives: To assess students and nurses’ easiness, usefulness and intention to use a Massive Open Online Course (MOOC) as an educational resource to enhance self-management intervention skills in COPD patients. Methods: An exploratory, descriptive and transversal study was conducted. Participants were nursing students, registered nurses and rehabilitation nurses. A questionnaire supported by Davis Technology Acceptance Model and on the determinants of the ease-of-use perception of Venkatesh was applied. An EFA was performed and two dimensions were obtained (perceived easiness and global quality of the course and perceived usefulness and intention to use the MOOC) and groups were compared in these dimensions. Results: From the total participants (n = 93), 65.6% were nursing students, 15.1% were Portuguese nurses and 19.4% were Portuguese rehabilitation nurses. The perceived easiness and global quality score of the course were 4.70 (SD = 0.314) and the perceived usefulness and intention to use the MOOC was 4.73 (SD = 0.346). Rehabilitation nurses, who are older, scored higher than nurses and students (χ2(2, n = 93) = 8.43, p = .015, ε2 = 0.092). The dropout rate was 25%. Conclusions: The MOOC showed usefulness and nurses’ intention to use this educational resource in future education and yielded high average rates of perceived easiness and global quality. These massive courses unlock new opportunities for nursing education and to lifelong learning in nursing, enhancing safety and quality of the healthcare services in supporting patients to achieve a better quality of life.info:eu-repo/semantics/publishedVersio

The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses

Open online learning courses such as cMOOCs and xMOOCs differ from conventional courses yet it remains uncertain how, and if, existing common yet costly practices associated with teacher-driven formative and summative assessment strategies can be made to work in this new context. For courses that carry no charge for registration or participation, authors of open online courses have to consider alternative approaches to engaging, motivating and sustaining study and for helping participants manage, plan and demonstrate their own learning. One such approach is that of open badges or similar such visual public symbols that communicate to others a particular quality, achievement or affiliation possessed by the owner. This paper reports the role, reception and use of open badges in two ‘massive’ open online courses delivered in 2013 with attention to varied functions of badges and the a distinction between formative and summative applications. The paper will then draw upon data from end of course surveys, which specifically asked about badges, pre-course surveys, and user comments made during the course on platforms such as Twitter to examine what value participants ascribed to the open badges. Although there was found to be a broadly positive response to badges in both MOOCs, the reasons for this were often very different, and approximately a quarter of respondents remained sceptical or concerned about their role. The paper concludes by reflecting on the open badge as a formative instrument for providing the learner with an indication of progress and achievement

Knowledge Communities in Online Education and (Visual) Knowledge Management: 19. Workshop GeNeMe‘16 as part of IFKAD 2016: Proceedings of 19th Conference GeNeMe

Communities in New Media started in 1998 as a workshop series at TU Dresden, and since then has annually dealt with online communities at the interface between several disciplines such as education and economics, computer science, social and communication sciences, and more. (See Köhler, Kahnwald & Schoop, 2015). The workshop is traditionally a forum for interdisciplinary dialogue between science and business and serves to share experiences and knowledge among participants from different disciplines, organisations, and institutions. In addition to the core themes of knowledge management and communities (in the chapters of the same name), the main focus of the conference is also on the support of knowledge and learning processes in the field of (media-assisted) higher education. This is complemented by an informational perspective when it comes to more functional and methodological approaches - use cases, workflows, and automation in knowledge management. In addition, systems and approaches for feedback, exchange, and ideas are presented. With the focus of knowledge media design and visual research as well as creative processes, this time there is also a highlight on visual aspects of knowledge management and mediation. For IFKAD 2016, three GeNeMe tracks were accepted which focus on the interface of knowledge communities and knowledge management as well as knowledge media design in science, business, or education. In this conference volume you will find detailed information about these three tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [From the Preface.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 251Gemeinschaften in Neuen Medien hat 1998 als Workshop-Reihe an der TU Dresden begonnen und seither jährlich das Thema Online-Communities an der Schnittstelle mehrerer Disziplinen wie Informatik, Bildungs- und Wirtschaftswissenschaften, Informatik sowie Sozial-und Kommunikationswissenschaft u.a.m. thematisiert (vgl. Köhler, Kahnwald & Schoop, 2015). Der Workshop ist traditionell ein Forum für den interdisziplinären Dialog zwischen Wissenschaft und Wirtschaft und dient dazu, Erfahrungen und Wissen unter den Teilnehmern aus verschiedenen Disziplinen, Organisationen und Institutionen zu teilen. Die inhaltlichen Schwerpunkte der Konferenz widmen sich neben den Kernthemen Wissensmanagement und Communities (in den gleichnamigen Kapiteln) auch der Unterstützung von Wissens- und Lernprozessen im Bereich der (mediengestützten) Hochschullehre. Ergänzt wird diese eher organisationswissenschaftliche durch eine informatorische Perspektive, wenn es um stärker funktionale bzw. auch methodische Ansätze geht – Use Cases, Workflows und Automatisierung im Wissensmanagement. Darüber hinaus werden Systeme und Ansätze für Feedback, Austausch und Ideenfindung vorgestellt. Mit den Schwerpunkten der Wissensmediengestaltung und visuellen Forschungs- sowie Kreativprozessen wird diesmal auch ein Schlaglicht auf visuelle Aspekte von Wissensmanagement und -vermittlung geworfen. Für die IFKAD 2016 wurden drei GeNeMe-Tracks angenommen, die sich auf das Interface von Wissensgemeinschaften und Wissensmanagement sowie die Wissensmediengestaltung in Wissenschaft, Wirtschaft oder Bildung konzentrieren. Im vorliegenden Tagungsband finden Sie detaillierte Informationen zu diesen drei Tracks: -- Knowledge Communities I: Knowledge Management -- Knowledge Communities II: Online Education -- Visual Knowledge Management [Aus dem Vorwort.]:Preface IX Vorwort XIII Knowledge Communities I: Knowledge Management 1 Process Learning Environments 1 Two Steps to IT Transparency: A Practitioner’s Approach for a Knowledge Based Analysis of Existing IT Landscapes in SME 13 Social Media and Sustainable Communication. Rethinking the Role of Research and Innovation Networks 26 Consolidating eLearning in a Higher Education Institution: An Organisational Issue integrating Didactics, Technology, and People by the Means of an eLearning Strategy 39 How to treat the troll? An empirical analysis of counterproductive online behavior, personality traits and organizational behavior 51 Knowledge Communities II: Online Education 64 Sifa-Portfolio – a Continuing Education Concept for Specialists on Industrial Safety Combining Formal and Informal Learning 64 Analysing eCollaboration: Prioritisation of Monitoring Criteria for Learning Analytics in the Virtual Classroom 78 Gamifying Higher Education. Beyond Badges, Points and Leaderboards 93 Virtual International Learning Experience in Formal Higher Education – A Case Study from Jordan 105 Migration to the Flipped Classroom – Applying a Scalable Flipped Classroom Arrangement 117 MOOC@TU9 – Common MOOC Strategy of the Alliance of Nine Leading German Institutes of Technology 131 A Survey on Knowledge Management in Universities in the QS Rankings: E-learning and MOOCs 144 Visual Knowledge Media 157 Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas 157 Behind the data – preservation of the knowledge in CH Visualisations 170 Building a Wiki resource on digital 3D reconstruction related knowledge assets 184 Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet 196 Graphing Meeting Records - An Approach to Visualize Information in a Multi Meeting Context 209 HistStadt4D – A four dimensional access to history 221 Ideagrams: A digital tool for observing ideation processes 234 Adress- und Autorenverzeichnis 25