Abstract
This research delves into both the difficulties and potential advantages linked with the integration of game-oriented methods within the context of Massive Open Online Courses. They have emerged as a potential tool for democratizing education, yet they frequently suffer from less-than-optimal engagement and course completion statistics. The inclusion of game-like elements is often proposed as a solution to combat this, but its real-world application and effectiveness within MOOCs has not been thoroughly examined. This article is based on research conducted through a mixed-methods approach, where six MOOC platforms were analyzed through content evaluation, and both students and course facilitators were surveyed. The study discovered a plethora of game-like strategies being implemented, ranging from scoring systems, achievement-oriented badges, to engaging quizzes. It was observed that there exists a notable positive association between the application of such methods and a boost in both student involvement and course completion statistics. Nevertheless, the research also underscores some potential obstacles, such as the challenge of constructing effective gaming strategies and the possibility of creating diversions from the fundamental educational goals. Despite these hurdles, there are opportunities to be explored: fostering a sense of community among learners, boosting motivation, and providing constructive feedback. In conclusion, the article invites further exploration into several prospective research paths, such as understanding how game-oriented techniques can be adapted to diverse learning demographics and subject matters, and how data derived from these game-like systems can be utilized to inform and evolve teaching methodologies.
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Zubkov, A. (2023). Gamification Techniques in Massive Open Online Courses: Challenges and Opportunities. In: Bylieva, D., Nordmann, A. (eds) The World of Games: Technologies for Experimenting, Thinking, Learning. PCSF 2023. Lecture Notes in Networks and Systems, vol 830. Springer, Cham. https://doi.org/10.1007/978-3-031-48020-1_29
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