Gamification in MOOCs: Engagement application test in energy sustainability courses
Valenzuela González, Jaime Ricardo
Romero Rodríguez, Luis Miguel
Ramírez Montoya, María Soledad
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Massive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included. However, MOOCs have been criticized by the scientiﬁc community for their high dropout rates and low overall completion rates, which has called into question their effectiveness as a pedagogical tool. This paper analyzes how the application of gamiﬁcation strategies in MOOCs on energy sustainability affects participants’ engagement and seeks to identify what types of interactive gamiﬁcation media are more useful in generating interest and motivation in students. In order to do so, a mixed quasi-experimental method is used. A gamiﬁcation board with challenges, badges, and leaderboards to a sample is used, and at the same time, this platform is analyzed using the integrated theoretical gamiﬁcation model in e-learning environments. In the MOOCs where gamiﬁcation strategies were applied, a global completion rate of 14.43% was obtained, while in those without gamiﬁcation, 6.162% was obtained. Likewise, the degree of student engagement with respect to the completion rate of activities was much higher in the gamiﬁed platform (28.032%) than in the traditional design (13.252%). The results show that applying gamiﬁcation strategies in MOOCs achieves a higher level of engagement and student motivation.
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