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How can Gamification Improve MOOC Student Engagement? / Khalil, Mohammad; Ebner, Martin; Admiraal, Wilfried.

11th European Conference on Game Based Learning (ECGBL 2017). ed. / M. Pivec; J. Grundler. Vol. 1 New York : Curran Associates, Inc., 2017. p. 819-828.

Research output: Scientific - peer-reviewConference contribution

Harvard

Khalil, M, Ebner, M & Admiraal, W 2017, How can Gamification Improve MOOC Student Engagement? in M Pivec & J Grundler (eds), 11th European Conference on Game Based Learning (ECGBL 2017). vol. 1, Curran Associates, Inc., New York, pp. 819-828, 11th European Conference on Games Based Learning, ECGBL 2017, Graz, Austria, 5/10/17.

APA

Khalil, M., Ebner, M., & Admiraal, W. (2017). How can Gamification Improve MOOC Student Engagement? In M. Pivec, & J. Grundler (Eds.), 11th European Conference on Game Based Learning (ECGBL 2017) (Vol. 1, pp. 819-828). New York: Curran Associates, Inc..

Vancouver

Khalil M, Ebner M, Admiraal W. How can Gamification Improve MOOC Student Engagement? In Pivec M, Grundler J, editors, 11th European Conference on Game Based Learning (ECGBL 2017). Vol. 1. New York: Curran Associates, Inc.2017. p. 819-828.

Author

Khalil, Mohammad ; Ebner, Martin ; Admiraal, Wilfried. / How can Gamification Improve MOOC Student Engagement?. 11th European Conference on Game Based Learning (ECGBL 2017). editor / M. Pivec ; J. Grundler. Vol. 1 New York : Curran Associates, Inc., 2017. pp. 819-828

BibTeX

@inbook{4da4de73d7a44a81825d70569e12fff9,
title = "How can Gamification Improve MOOC Student Engagement?",
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 to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students’ data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students’ activity and engagement in discussion forums, login frequency and quiz trials. The active students’ cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.",
keywords = "gamification, massive open online courses (MOOCs), learning analytics, motivation, retention, dropout",
author = "Mohammad Khalil and Martin Ebner and Wilfried Admiraal",
year = "2017",
month = "10",
isbn = "978-1-5108-5044-6",
volume = "1",
pages = "819--828",
editor = "M. Pivec and J. Grundler",
booktitle = "11th European Conference on Game Based Learning (ECGBL 2017)",
publisher = "Curran Associates, Inc.",

}

RIS

TY - CHAP

T1 - How can Gamification Improve MOOC Student Engagement?

AU - Khalil,Mohammad

AU - Ebner,Martin

AU - Admiraal,Wilfried

PY - 2017/10/4

Y1 - 2017/10/4

N2 - 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 to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students’ data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students’ activity and engagement in discussion forums, login frequency and quiz trials. The active students’ cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.

AB - 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 to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students’ data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students’ activity and engagement in discussion forums, login frequency and quiz trials. The active students’ cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.

KW - gamification

KW - massive open online courses (MOOCs)

KW - learning analytics

KW - motivation

KW - retention

KW - dropout

UR - http://www.proceedings.com/36738.html

UR - http://resolver.tudelft.nl/uuid:4da4de73-d7a4-4a81-825d-70569e12fff9

M3 - Conference contribution

SN - 978-1-5108-5044-6

VL - 1

SP - 819

EP - 828

BT - 11th European Conference on Game Based Learning (ECGBL 2017)

PB - Curran Associates, Inc.

ER -

ID: 29932514